Tag: Clinical Nursing & Patient Care

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**files (2)** – ## SOAPNoteTemplate-17.docx – ## SOAPNoteRubric9.pdf **## SOAPNoteTemplate-17.docx** | | | | — | — | | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance | | _Demographics_ | | | _Chief Complaint (Reason for seeking health care)_ | | | _History of Present Illness (HPI)_ | …

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Assignment Prompt & Instructions

**files (2)**

– ## SOAPNoteTemplate-17.docx

– ## SOAPNoteRubric9.pdf

**## SOAPNoteTemplate-17.docx**

| | |
| — | — |
| SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
| _Demographics_ | |
| _Chief Complaint (Reason for seeking health care)_ | |
| _History of Present Illness (HPI)_ | |
| _Allergies_ | |
| _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
| _Vital Signs_ | |
| _Labs_ | |
| _Medications_ | |
| _Past Medical History_ | |
| _Past Surgical History_ | |
| _Family History_ | |
| _Social History_ | |
| _Health Maintenance/ Screenings_ | |
| _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
| _Diagnosis_ | |
| _Differential Diagnosis_ | |
| _ICD 10 Coding_ | |
| _Pharmacologic treatment plan_ | |
| _Diagnostic/Lab Testing_ | |
| _Education_ | |
| _Anticipatory Guidance_ | |
| _Follow up plan_ | |
| _Prescription_ | See Below (scroll down) |
| _References_ | |
| _Grammar_ | |

| |
| — |
| EA#: 101010101 STU Clinic LIC# 10000000 |
| Tel: (000) 555-1234 FAX: (000) 555-12222 |
| Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

Signature (with appropriate credentials):_____________________________________

References (must use current evidence-based guidelines used to guide the care [Mandatory])

**## SOAPNoteRubric9.pdf**

SOAP Note Rubric

Criteria Ratings Point
s

Demographics 1 to >0.8 pts
Begins with patient
initials, age, race,
ethnicity and
gender (5
demographics)

0.8 to >0.25 pts
Begins with 4 of
the 5 patient
demographics
(patient initials,
age, race,
ethnicity and
gender)

0.25 to
>0.0 pts
Begins with 3
or less patient
demographics
(patient
initials, age,
race, ethnicity
and gender)

0 pts
Missing
criteria
and/or
submission
.

1
point

Chief
Complaint
(Reason for
seeking health
care)

4 to >3.0 pts
Includes a direct
quote from patient
about presenting
problem

3 to >2.0 pts
Includes a direct
quote from
patient and
other unrelated
information

2 to >0.0 pts
Includes
information
but
information is
NOT a direct
quote

0 pts
Missing
criteria
and/or
submission
.

4
points

History of the
Present
Illness (HPI)

5 to >3.0 pts
Includes the
presenting problem
and the 8
dimensions of the
problem (OLD
CARTS – Onset,
Location, Duration,
Character,
Aggravating
factors, Relieving
factors, Timing and
Severity)

3 to >2.0 pts
Includes the
presenting
problem and 7
of the 8
dimensions of
the problem
(OLD CARTS –
Onset, Location,
Duration,
Character,
Aggravating
factors,
Relieving
factors, Timing
and Severity)

2 to >0.0 pts
Includes the
presenting
problem and 6
of the 8
dimensions of
the problem
(OLD CARTS –
Onset,
Location,
Duration,
Character,
Aggravating
factors,
Relieving
factors,
Timing and
Severity)

0 pts
Missing
criteria
and/or
submission
.

5
points

Allergies 2 to >1.5 pts
Includes NKA
(including = Drug,
Environmental,
Food, Herbal,
and/or Latex or if
allergies are
present (reports for
each severity of
allergy AND
description of
allergy)

1.5 to >1.0 pts
If allergies are
present,
students lists
type Drug,
environmental
factor, herbal,
food, latex name
and includes
severity of
allergy OR
description of
allergy

1 to >0.0 pts
If allergies are
present,
students lists
only the type
of allergy
name

0 pts
Missing
criteria
and/or
submission
.

2
points

Review of
Systems
(ROS)

15 to >8.0 pts
Includes a
minimum of 3
assessments for
each body system
and assesses at
least 9 body
systems directed to
chief complaint
AND uses the
words “admits” and
“denies”

8 to >3.0 pts
Includes 3 or
fewer
assessments for
each body
system and
assesses 5-8
body systems
directed to chief
complaint AND
uses the words
“admits” and
“denies”

3 to >0.0 pts
Includes 3 or
fewer
assessments
for each body
system and
assesses less
than 5 body
systems
directed to
chief
complaint OR
student does
not use the
words
“admits” and
“denies”

0 pts
Missing
criteria
and/or
submission
.

15
points

Vital Signs 2 to >1.5 pts
Includes all 8 vital
signs, (BP (with
patient position),
HR, RR,
temperature (with
Fahrenheit or
Celsius and route
of temperature
collection), weight,
height, BMI (or
percentiles for
pediatric
population) and
pain.)

1.5 to >1.0 pts
Includes 7 vital
signs, (BP (with
patient
position), HR,
RR, temperature
(with Fahrenheit
or Celsius and
route of
temperature
collection),
weight, height,
BMI (or
percentiles for
pediatric
population) and
pain.)

1 to >0.0 pts
Includes 6 or
less vital
signs, (BP
(with patient
position), HR,
RR,
temperature
(with F or C
and route of
temperature
collection),
weight, height,
BMI (or
percentiles for
pediatric
population)
and pain.)

0 pts
Missing
criteria
and/or
submission
.

2
points

Labs 2 to >1.5 pts
Includes a list of
the labs reviewed at
the visit, values of
lab results and
highlights
abnormal values
OR acknowledges
no labs/diagnostic
tests were
reviewed.

1.5 to >1.0 pts
Includes a list of
the labs
reviewed at the
visit, values of
lab results but
does not
highlight
abnormal
values.

1 to >0.0 pts
Includes a list
of the labs
reviewed at
the visit but
does not
include the
values of lab
results or
highlight
abnormal
values.

0 pts
Missing
criteria
and/or
submission
.

2
points

Medications 4 to >2.0 pts
Includes a list of all
of the patient
reported
medications and
the medical
diagnosis for the
medication
(including name,

2 to >1.0 pts
Includes a list of
all of the patient
reported
medications and
the medical
diagnosis for
the medication
(including 3 of

1 to >0.0 pts
Includes a list
of all of the
patient
reported
medications
(including 2 of
the 4: name,

0 pts
Missing
criteria
and/or
submission
.

4
points

dose, route,
frequency)

the 4: name,
dose,
medications
route,
frequency)

dose, route,
frequency)

Past Medical
History

3 to >2.0 pts
Includes
(Major/Chronic,
Trauma,
Hospitalizations),
for each medical
diagnosis, year of
diagnosis and
whether the
diagnosis is active
or current

2 to >1.0 pts
Includes
(Major/Chronic,
Trauma,
Hospitalizations)
, for each
medical
diagnosis, either
year of
diagnosis OR
whether the
diagnosis is
active or current

1 to >0.0 pts
Includes each
medical
diagnosis but
does not
include year of
diagnosis or
whether the
diagnosis is
active or
current

0 pts
Missing
criteria
and/or
submission
.

3
points

Past Surgical
History

3 to >2.0 pts
Includes, for each
surgical procedure,
the year of
procedure and the
indication for the
procedure

2 to >1.0 pts
Includes, for
each surgical
procedure, the
year of
procedure OR
indication of the
procedure

1 to >0.0 pts
Includes, for
each surgical
procedure but
not the year of
procedure or
indication of
the procedure

0 pts
Missing
criteria
and/or
submission
.

3
points

Family History 3 to >2.0 pts
Includes an
assessment of at
least 4 family
members
regarding, at a
minimum, genetic
disorders, diabetes,
heart disease and
cancer.

2 to >1.0 pts
Includes an
assessment of
at least 3 family
members
regarding, at a
minimum,
genetic
disorders,
diabetes, heart
disease and
cancer.

1 to >0.0 pts
Includes an
assessment of
at least 2
family
members
regarding, at a
minimum,
genetic
disorders,
diabetes, heart
disease and
cancer.

0 pts
Missing
criteria
and/or
submission
.

3
points

Social History 3 to >2.0 pts
Includes all of the
required following:
tobacco use, drug
use, alcohol use,
marital status,
employment status,
current/previous
occupation, sexual
orientation,
sexually active,
contraceptive use,
and living situation.

2 to >1.0 pts
Includes 10 of
the 11 required
following:
tobacco use,
drug use,
alcohol use,
marital status,
employment
status,
current/previous
occupation,
sexual
orientation,
sexually active,
contraceptive

1 to >0.0 pts
Includes 9 or
less of the
required
information.

0 pts
Missing
criteria
and/or
submission
.

3
points

use, and living
situation.

Health
Maintenance /
Screenings

3 to >2.0 pts
Includes a detailed
assessment of
immunization
status and other
health maintenance
needs such as age-
appropriate
screenings and
preventive
measures Includes
an assessment of
at least 5 screening
tests

2 to >1.0 pts
Includes a
partial
assessment of
immunization
status and
health
maintenance
needs, missing
some key
components.
Includes an
assessment of
at least 4
screening tests

1 to >0.0 pts
Includes
minimal
assessment of
immunization
status and
health
maintenance
needs, lacking
detail.
Includes an
assessment of
at least 3
screening
tests

0 pts
Missing
criteria
and/or
submission
.

3
points

Physical
Examination

15 to >8.0 pts
Includes a
minimum of 4
assessments for
each body system
and assesses at
least 5 body
systems directed to
chief complaint

8 to >3.0 pts
Includes a
minimum of 3
assessments for
each body
system and
assesses at
least 4 body
systems
directed to chief
complaint

3 to >0.0 pts
Includes a
minimum of 2
assessments
for each body
system and
assesses at
least 4 body
systems
directed to
chief
complaint

0 pts
Missing
criteria
and/or
submission
.

15
points

Diagnosis

5 to >3.0 pts
Includes a clear
outline of the
accurate principal
diagnosis AND lists
the remaining
diagnoses
addressed at the
visit (in descending
priority)

3 to >1.0 pts
Includes a clear
outline of the
accurate
diagnoses
addressed at the
visit but does
not list the
diagnoses in
descending
order of priority

1 to >0.0 pts
Includes 1
differential
diagnosis for
the principal
diagnosis

0 pts
Missing
criteria
and/or
submission
.

5
points

Differential
Diagnosis

5 to >3.0 pts
Includes at least 3
differential
diagnoses for the
principal diagnosis

3 to >1.0 pts
Includes at least
2 differential
diagnoses for
the principal
diagnosis

1 to >0.0 pts
Includes at
least 1
differential
diagnoses for
the principal
diagnosis

0 pts
Missing
criteria
and/or
submission
.

5
points

ICD 10 Coding 3 to >2.0 pts
Correctly includes
all ICD-10 codes
relevant to the
diagnoses
addressed at the
visit

2 to >1.0 pts
Correctly
includes most
ICD-10 codes
relevant to the
diagnoses
addressed at the
visit

1 to >0.0 pts
Includes some
ICD-10 codes
relevant to the
diagnoses
addressed at
the visit

0 pts
Missing
criteria
and/or
submission
.

3
points

Pharmacologi
c treatment
plan

5 to >3.0 pts
Includes a detailed
pharmacologic
treatment plan for
each of the
diagnoses listed
under
“assessment”. The
plan includes ALL
of the required
following: drug
name, dose, route,
frequency, duration
and cost as well as
education related to
pharmacologic
agent. If the
diagnosis is a
chronic problem,
student includes
instructions on
currently
prescribed
medications as
above.

3 to >1.0 pts
Includes a
detailed
pharmacologic
treatment plan
for each of the
diagnoses listed
under
“assessment”.
The plan
includes 4 of the
required
following 7: the
drug name,
dose, route,
frequency,
duration and
cost as well as
education
related to
pharmacologic
agent. If the
diagnosis is a
chronic
problem,
student includes
instructions on
currently
prescribed
medications as
above.

1 to >0.0 pts
Includes a
detailed
pharmacologi
c treatment
plan for each
of the
diagnoses
listed under
“assessment”.
The plan
includes less
than 4 of the
information:

0 pts
Missing
criteria
and/or
submission
.

5
points

Diagnostic /
Lab Testing

3 to >2.0 pts
Includes
appropriate
diagnostic/lab
testing 100% of the
time OR
acknowledges “no
diagnostic testing
clinically required
at this time”

2 to >1.0 pts
Includes
appropriate
diagnostic/lab
testing 50% of
the time OR
acknowledges
“no diagnostic
testing clinically
required at this
time”

1 to >0.0 pts
Includes
appropriate
diagnostic
testing less
than 50% of
the time.

0 pts
Missing
criteria
and/or
submission
.

3
points

Education 3 to >2.0 pts
Includes at least 3
strategies to
promote and
develop skills for
managing their
illness and at least
3 self-management
methods on how to
incorporate healthy
behaviors into their
lives.

2 to >1.0 pts
Includes at least
2 strategies to
promote and
develop skills
for managing
their illness and
at least 2 self-
management
methods on how
to incorporate
healthy
behaviors into
their lives.

1 to >0.0 pts
Includes at
least 1
strategies to
promote and
develop skills
for managing
their illness
and at least 1
self-
management
methods on
how to
incorporate

0 pts
Missing
criteria
and/or
submission
.

3
points

healthy
behaviors into
their lives

Anticipatory
Guidance

3 to >2.0 pts
Includes at least 3
primary prevention
strategies (related
to age/condition
(i.e. immunizations,
pediatric and pre-
natal milestone
anticipatory
guidance)) and at
least 2 secondary
prevention
strategies (related
to age/condition
(i.e. screening))

2 to >1.0 pts
Includes at least
2 primary
prevention
strategies
(related to
age/condition
(i.e.
immunizations,
pediatric and
pre-natal
milestone
anticipator
guidance)) and
at least 2
secondary
prevention
strategies
(related to
age/condition
(i.e. screening))

1 to >0.0 pts
Includes at
least 1 primary
prevention
strategies
(related to
age/condition
(i.e.
immunizations
, pediatric and
pre-natal
milestone
anticipatory
guidance))
and at least 1
secondary
prevention
strategies
(related to
age/condition
(i.e.
screening))

0 pts
Missing
criteria
and/or
submission
.

3
points

Follow Up
Plan

2 to >1.0 pts
Includes
recommendation
for follow up,
including time
frame (i.e. x # of
days/weeks/months
)

1 to >0.0 pts
Includes recommendation for
follow up, but does not include
time frame (i.e. x # of
days/weeks/months)

0 pts
Missing
criteria
and/or
submission
.

2
points

Prescription 3 to >2.0 pts
Prescription
includes all
required
components:
patient information,
date, drug name,
dose, route,
frequency, quantity
to be dispensed,
refills, and
provider’s
signature and
credentials

2 to >1.0 pts
Prescription
includes most
required
components,
but is missing 1-
2 elements such
as quantity to be
dispensed or
refills

1 to >0.0 pts
Prescription is
missing 3 or
more required
components
such as
patient
information,
date, or
provider’s
signature

0 pts
Missing
criteria
and/or
submission
.

3
points

Writing
Mechanics,
Citations, and
APA Style

3 to >2.0 pts
Effectively uses the
literature and other
resources to inform
their work.
Exceptional use of
citations and
extended
referencing. APA

2 to >1.0 pts
Moderately use
the literature
and other
resources to
inform their
work.
Moderately use
of citations and

1 to >0.0 pts
Ineffectively
uses the
literature and
other
resources to
inform their
work.
Ineffectively

0 pts
Missing
criteria
and/or
submission
.

3
points

style is correct, and
writing is free of
grammar and
spelling errors.

extended
referencing. APA
style and writing
mechanics need
more precision
and attention to
detail.

use of
citations and
extended
referencing.
APA style and
writing
mechanics
need serious
attention.

Total 100

**## SOAPNoteRubric9.pdf**

SOAP Note Rubric

Criteria Ratings Point
s

Demographics 1 to >0.8 pts
Begins with patient
initials, age, race,
ethnicity and
gender (5
demographics)

0.8 to >0.25 pts
Begins with 4 of
the 5 patient
demographics
(patient initials,
age, race,
ethnicity and
gender)

0.25 to
>0.0 pts
Begins with 3
or less patient
demographics
(patient
initials, age,
race, ethnicity
and gender)

0 pts
Missing
criteria
and/or
submission
.

1
point

Chief
Complaint
(Reason for
seeking health
care)

4 to >3.0 pts
Includes a direct
quote from patient
about presenting
problem

3 to >2.0 pts
Includes a direct
quote from
patient and
other unrelated
information

2 to >0.0 pts
Includes
information
but
information is
NOT a direct
quote

0 pts
Missing
criteria
and/or
submission
.

4
points

History of the
Present
Illness (HPI)

5 to >3.0 pts
Includes the
presenting problem
and the 8
dimensions of the
problem (OLD
CARTS – Onset,
Location, Duration,
Character,
Aggravating
factors, Relieving
factors, Timing and
Severity)

3 to >2.0 pts
Includes the
presenting
problem and 7
of the 8
dimensions of
the problem
(OLD CARTS –
Onset, Location,
Duration,
Character,
Aggravating
factors,
Relieving
factors, Timing
and Severity)

2 to >0.0 pts
Includes the
presenting
problem and 6
of the 8
dimensions of
the problem
(OLD CARTS –
Onset,
Location,
Duration,
Character,
Aggravating
factors,
Relieving
factors,
Timing and
Severity)

0 pts
Missing
criteria
and/or
submission
.

5
points

Allergies 2 to >1.5 pts
Includes NKA
(including = Drug,
Environmental,
Food, Herbal,
and/or Latex or if
allergies are
present (reports for
each severity of
allergy AND
description of
allergy)

1.5 to >1.0 pts
If allergies are
present,
students lists
type Drug,
environmental
factor, herbal,
food, latex name
and includes
severity of
allergy OR
description of
allergy

1 to >0.0 pts
If allergies are
present,
students lists
only the type
of allergy
name

0 pts
Missing
criteria
and/or
submission
.

2
points

Review of
Systems
(ROS)

15 to >8.0 pts
Includes a
minimum of 3
assessments for
each body system
and assesses at
least 9 body
systems directed to
chief complaint
AND uses the
words “admits” and
“denies”

8 to >3.0 pts
Includes 3 or
fewer
assessments for
each body
system and
assesses 5-8
body systems
directed to chief
complaint AND
uses the words
“admits” and
“denies”

3 to >0.0 pts
Includes 3 or
fewer
assessments
for each body
system and
assesses less
than 5 body
systems
directed to
chief
complaint OR
student does
not use the
words
“admits” and
“denies”

0 pts
Missing
criteria
and/or
submission
.

15
points

Vital Signs 2 to >1.5 pts
Includes all 8 vital
signs, (BP (with
patient position),
HR, RR,
temperature (with
Fahrenheit or
Celsius and route
of temperature
collection), weight,
height, BMI (or
percentiles for
pediatric
population) and
pain.)

1.5 to >1.0 pts
Includes 7 vital
signs, (BP (with
patient
position), HR,
RR, temperature
(with Fahrenheit
or Celsius and
route of
temperature
collection),
weight, height,
BMI (or
percentiles for
pediatric
population) and
pain.)

1 to >0.0 pts
Includes 6 or
less vital
signs, (BP
(with patient
position), HR,
RR,
temperature
(with F or C
and route of
temperature
collection),
weight, height,
BMI (or
percentiles for
pediatric
population)
and pain.)

0 pts
Missing
criteria
and/or
submission
.

2
points

Labs 2 to >1.5 pts
Includes a list of
the labs reviewed at
the visit, values of
lab results and
highlights
abnormal values
OR acknowledges
no labs/diagnostic
tests were
reviewed.

1.5 to >1.0 pts
Includes a list of
the labs
reviewed at the
visit, values of
lab results but
does not
highlight
abnormal
values.

1 to >0.0 pts
Includes a list
of the labs
reviewed at
the visit but
does not
include the
values of lab
results or
highlight
abnormal
values.

0 pts
Missing
criteria
and/or
submission
.

2
points

Medications 4 to >2.0 pts
Includes a list of all
of the patient
reported
medications and
the medical
diagnosis for the
medication
(including name,

2 to >1.0 pts
Includes a list of
all of the patient
reported
medications and
the medical
diagnosis for
the medication
(including 3 of

1 to >0.0 pts
Includes a list
of all of the
patient
reported
medications
(including 2 of
the 4: name,

0 pts
Missing
criteria
and/or
submission
.

4
points

dose, route,
frequency)

the 4: name,
dose,
medications
route,
frequency)

dose, route,
frequency)

Past Medical
History

3 to >2.0 pts
Includes
(Major/Chronic,
Trauma,
Hospitalizations),
for each medical
diagnosis, year of
diagnosis and
whether the
diagnosis is active
or current

2 to >1.0 pts
Includes
(Major/Chronic,
Trauma,
Hospitalizations)
, for each
medical
diagnosis, either
year of
diagnosis OR
whether the
diagnosis is
active or current

1 to >0.0 pts
Includes each
medical
diagnosis but
does not
include year of
diagnosis or
whether the
diagnosis is
active or
current

0 pts
Missing
criteria
and/or
submission
.

3
points

Past Surgical
History

3 to >2.0 pts
Includes, for each
surgical procedure,
the year of
procedure and the
indication for the
procedure

2 to >1.0 pts
Includes, for
each surgical
procedure, the
year of
procedure OR
indication of the
procedure

1 to >0.0 pts
Includes, for
each surgical
procedure but
not the year of
procedure or
indication of
the procedure

0 pts
Missing
criteria
and/or
submission
.

3
points

Family History 3 to >2.0 pts
Includes an
assessment of at
least 4 family
members
regarding, at a
minimum, genetic
disorders, diabetes,
heart disease and
cancer.

2 to >1.0 pts
Includes an
assessment of
at least 3 family
members
regarding, at a
minimum,
genetic
disorders,
diabetes, heart
disease and
cancer.

1 to >0.0 pts
Includes an
assessment of
at least 2
family
members
regarding, at a
minimum,
genetic
disorders,
diabetes, heart
disease and
cancer.

0 pts
Missing
criteria
and/or
submission
.

3
points

Social History 3 to >2.0 pts
Includes all of the
required following:
tobacco use, drug
use, alcohol use,
marital status,
employment status,
current/previous
occupation, sexual
orientation,
sexually active,
contraceptive use,
and living situation.

2 to >1.0 pts
Includes 10 of
the 11 required
following:
tobacco use,
drug use,
alcohol use,
marital status,
employment
status,
current/previous
occupation,
sexual
orientation,
sexually active,
contraceptive

1 to >0.0 pts
Includes 9 or
less of the
required
information.

0 pts
Missing
criteria
and/or
submission
.

3
points

use, and living
situation.

Health
Maintenance /
Screenings

3 to >2.0 pts
Includes a detailed
assessment of
immunization
status and other
health maintenance
needs such as age-
appropriate
screenings and
preventive
measures Includes
an assessment of
at least 5 screening
tests

2 to >1.0 pts
Includes a
partial
assessment of
immunization
status and
health
maintenance
needs, missing
some key
components.
Includes an
assessment of
at least 4
screening tests

1 to >0.0 pts
Includes
minimal
assessment of
immunization
status and
health
maintenance
needs, lacking
detail.
Includes an
assessment of
at least 3
screening
tests

0 pts
Missing
criteria
and/or
submission
.

3
points

Physical
Examination

15 to >8.0 pts
Includes a
minimum of 4
assessments for
each body system
and assesses at
least 5 body
systems directed to
chief complaint

8 to >3.0 pts
Includes a
minimum of 3
assessments for
each body
system and
assesses at
least 4 body
systems
directed to chief
complaint

3 to >0.0 pts
Includes a
minimum of 2
assessments
for each body
system and
assesses at
least 4 body
systems
directed to
chief
complaint

0 pts
Missing
criteria
and/or
submission
.

15
points

Diagnosis

5 to >3.0 pts
Includes a clear
outline of the
accurate principal
diagnosis AND lists
the remaining
diagnoses
addressed at the
visit (in descending
priority)

3 to >1.0 pts
Includes a clear
outline of the
accurate
diagnoses
addressed at the
visit but does
not list the
diagnoses in
descending
order of priority

1 to >0.0 pts
Includes 1
differential
diagnosis for
the principal
diagnosis

0 pts
Missing
criteria
and/or
submission
.

5
points

Differential
Diagnosis

5 to >3.0 pts
Includes at least 3
differential
diagnoses for the
principal diagnosis

3 to >1.0 pts
Includes at least
2 differential
diagnoses for
the principal
diagnosis

1 to >0.0 pts
Includes at
least 1
differential
diagnoses for
the principal
diagnosis

0 pts
Missing
criteria
and/or
submission
.

5
points

ICD 10 Coding 3 to >2.0 pts
Correctly includes
all ICD-10 codes
relevant to the
diagnoses
addressed at the
visit

2 to >1.0 pts
Correctly
includes most
ICD-10 codes
relevant to the
diagnoses
addressed at the
visit

1 to >0.0 pts
Includes some
ICD-10 codes
relevant to the
diagnoses
addressed at
the visit

0 pts
Missing
criteria
and/or
submission
.

3
points

Pharmacologi
c treatment
plan

5 to >3.0 pts
Includes a detailed
pharmacologic
treatment plan for
each of the
diagnoses listed
under
“assessment”. The
plan includes ALL
of the required
following: drug
name, dose, route,
frequency, duration
and cost as well as
education related to
pharmacologic
agent. If the
diagnosis is a
chronic problem,
student includes
instructions on
currently
prescribed
medications as
above.

3 to >1.0 pts
Includes a
detailed
pharmacologic
treatment plan
for each of the
diagnoses listed
under
“assessment”.
The plan
includes 4 of the
required
following 7: the
drug name,
dose, route,
frequency,
duration and
cost as well as
education
related to
pharmacologic
agent. If the
diagnosis is a
chronic
problem,
student includes
instructions on
currently
prescribed
medications as
above.

1 to >0.0 pts
Includes a
detailed
pharmacologi
c treatment
plan for each
of the
diagnoses
listed under
“assessment”.
The plan
includes less
than 4 of the
information:

0 pts
Missing
criteria
and/or
submission
.

5
points

Diagnostic /
Lab Testing

3 to >2.0 pts
Includes
appropriate
diagnostic/lab
testing 100% of the
time OR
acknowledges “no
diagnostic testing
clinically required
at this time”

2 to >1.0 pts
Includes
appropriate
diagnostic/lab
testing 50% of
the time OR
acknowledges
“no diagnostic
testing clinically
required at this
time”

1 to >0.0 pts
Includes
appropriate
diagnostic
testing less
than 50% of
the time.

0 pts
Missing
criteria
and/or
submission
.

3
points

Education 3 to >2.0 pts
Includes at least 3
strategies to
promote and
develop skills for
managing their
illness and at least
3 self-management
methods on how to
incorporate healthy
behaviors into their
lives.

2 to >1.0 pts
Includes at least
2 strategies to
promote and
develop skills
for managing
their illness and
at least 2 self-
management
methods on how
to incorporate
healthy
behaviors into
their lives.

1 to >0.0 pts
Includes at
least 1
strategies to
promote and
develop skills
for managing
their illness
and at least 1
self-
management
methods on
how to
incorporate

0 pts
Missing
criteria
and/or
submission
.

3
points

healthy
behaviors into
their lives

Anticipatory
Guidance

3 to >2.0 pts
Includes at least 3
primary prevention
strategies (related
to age/condition
(i.e. immunizations,
pediatric and pre-
natal milestone
anticipatory
guidance)) and at
least 2 secondary
prevention
strategies (related
to age/condition
(i.e. screening))

2 to >1.0 pts
Includes at least
2 primary
prevention
strategies
(related to
age/condition
(i.e.
immunizations,
pediatric and
pre-natal
milestone
anticipator
guidance)) and
at least 2
secondary
prevention
strategies
(related to
age/condition
(i.e. screening))

1 to >0.0 pts
Includes at
least 1 primary
prevention
strategies
(related to
age/condition
(i.e.
immunizations
, pediatric and
pre-natal
milestone
anticipatory
guidance))
and at least 1
secondary
prevention
strategies
(related to
age/condition
(i.e.
screening))

0 pts
Missing
criteria
and/or
submission
.

3
points

Follow Up
Plan

2 to >1.0 pts
Includes
recommendation
for follow up,
including time
frame (i.e. x # of
days/weeks/months
)

1 to >0.0 pts
Includes recommendation for
follow up, but does not include
time frame (i.e. x # of
days/weeks/months)

0 pts
Missing
criteria
and/or
submission
.

2
points

Prescription 3 to >2.0 pts
Prescription
includes all
required
components:
patient information,
date, drug name,
dose, route,
frequency, quantity
to be dispensed,
refills, and
provider’s
signature and
credentials

2 to >1.0 pts
Prescription
includes most
required
components,
but is missing 1-
2 elements such
as quantity to be
dispensed or
refills

1 to >0.0 pts
Prescription is
missing 3 or
more required
components
such as
patient
information,
date, or
provider’s
signature

0 pts
Missing
criteria
and/or
submission
.

3
points

Writing
Mechanics,
Citations, and
APA Style

3 to >2.0 pts
Effectively uses the
literature and other
resources to inform
their work.
Exceptional use of
citations and
extended
referencing. APA

2 to >1.0 pts
Moderately use
the literature
and other
resources to
inform their
work.
Moderately use
of citations and

1 to >0.0 pts
Ineffectively
uses the
literature and
other
resources to
inform their
work.
Ineffectively

0 pts
Missing
criteria
and/or
submission
.

3
points

style is correct, and
writing is free of
grammar and
spelling errors.

extended
referencing. APA
style and writing
mechanics need
more precision
and attention to
detail.

use of
citations and
extended
referencing.
APA style and
writing
mechanics
need serious
attention.

Total 100

**## SOAPNoteTemplate-17.docx**

| | |
| — | — |
| SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
| _Demographics_ | |
| _Chief Complaint (Reason for seeking health care)_ | |
| _History of Present Illness (HPI)_ | |
| _Allergies_ | |
| _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
| _Vital Signs_ | |
| _Labs_ | |
| _Medications_ | |
| _Past Medical History_ | |
| _Past Surgical History_ | |
| _Family History_ | |
| _Social History_ | |
| _Health Maintenance/ Screenings_ | |
| _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
| _Diagnosis_ | |
| _Differential Diagnosis_ | |
| _ICD 10 Coding_ | |
| _Pharmacologic treatment plan_ | |
| _Diagnostic/Lab Testing_ | |
| _Education_ | |
| _Anticipatory Guidance_ | |
| _Follow up plan_ | |
| _Prescription_ | See Below (scroll down) |
| _References_ | |
| _Grammar_ | |

| |
| — |
| EA#: 101010101 STU Clinic LIC# 10000000 |
| Tel: (000) 555-1234 FAX: (000) 555-12222 |
| Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

Signature (with appropriate credentials):_____________________________________

References (must use current evidence-based guidelines used to guide the care [Mandatory])

**## SOAPNoteRubric9.pdf**

SOAP Note Rubric

Criteria Ratings Point
s

Demographics 1 to >0.8 pts
Begins with patient
initials, age, race,
ethnicity and
gender (5
demographics)

0.8 to >0.25 pts
Begins with 4 of
the 5 patient
demographics
(patient initials,
age, race,
ethnicity and
gender)

0.25 to
>0.0 pts
Begins with 3
or less patient
demographics
(patient
initials, age,
race, ethnicity
and gender)

0 pts
Missing
criteria
and/or
submission
.

1
point

Chief
Complaint
(Reason for
seeking health
care)

4 to >3.0 pts
Includes a direct
quote from patient
about presenting
problem

3 to >2.0 pts
Includes a direct
quote from
patient and
other unrelated
information

2 to >0.0 pts
Includes
information
but
information is
NOT a direct
quote

0 pts
Missing
criteria
and/or
submission
.

4
points

History of the
Present
Illness (HPI)

5 to >3.0 pts
Includes the
presenting problem
and the 8
dimensions of the
problem (OLD
CARTS – Onset,
Location, Duration,
Character,
Aggravating
factors, Relieving
factors, Timing and
Severity)

3 to >2.0 pts
Includes the
presenting
problem and 7
of the 8
dimensions of
the problem
(OLD CARTS –
Onset, Location,
Duration,
Character,
Aggravating
factors,
Relieving
factors, Timing
and Severity)

2 to >0.0 pts
Includes the
presenting
problem and 6
of the 8
dimensions of
the problem
(OLD CARTS –
Onset,
Location,
Duration,
Character,
Aggravating
factors,
Relieving
factors,
Timing and
Severity)

0 pts
Missing
criteria
and/or
submission
.

5
points

Allergies 2 to >1.5 pts
Includes NKA
(including = Drug,
Environmental,
Food, Herbal,
and/or Latex or if
allergies are
present (reports for
each severity of
allergy AND
description of
allergy)

1.5 to >1.0 pts
If allergies are
present,
students lists
type Drug,
environmental
factor, herbal,
food, latex name
and includes
severity of
allergy OR
description of
allergy

1 to >0.0 pts
If allergies are
present,
students lists
only the type
of allergy
name

0 pts
Missing
criteria
and/or
submission
.

2
points

Review of
Systems
(ROS)

15 to >8.0 pts
Includes a
minimum of 3
assessments for
each body system
and assesses at
least 9 body
systems directed to
chief complaint
AND uses the
words “admits” and
“denies”

8 to >3.0 pts
Includes 3 or
fewer
assessments for
each body
system and
assesses 5-8
body systems
directed to chief
complaint AND
uses the words
“admits” and
“denies”

3 to >0.0 pts
Includes 3 or
fewer
assessments
for each body
system and
assesses less
than 5 body
systems
directed to
chief
complaint OR
student does
not use the
words
“admits” and
“denies”

0 pts
Missing
criteria
and/or
submission
.

15
points

Vital Signs 2 to >1.5 pts
Includes all 8 vital
signs, (BP (with
patient position),
HR, RR,
temperature (with
Fahrenheit or
Celsius and route
of temperature
collection), weight,
height, BMI (or
percentiles for
pediatric
population) and
pain.)

1.5 to >1.0 pts
Includes 7 vital
signs, (BP (with
patient
position), HR,
RR, temperature
(with Fahrenheit
or Celsius and
route of
temperature
collection),
weight, height,
BMI (or
percentiles for
pediatric
population) and
pain.)

1 to >0.0 pts
Includes 6 or
less vital
signs, (BP
(with patient
position), HR,
RR,
temperature
(with F or C
and route of
temperature
collection),
weight, height,
BMI (or
percentiles for
pediatric
population)
and pain.)

0 pts
Missing
criteria
and/or
submission
.

2
points

Labs 2 to >1.5 pts
Includes a list of
the labs reviewed at
the visit, values of
lab results and
highlights
abnormal values
OR acknowledges
no labs/diagnostic
tests were
reviewed.

1.5 to >1.0 pts
Includes a list of
the labs
reviewed at the
visit, values of
lab results but
does not
highlight
abnormal
values.

1 to >0.0 pts
Includes a list
of the labs
reviewed at
the visit but
does not
include the
values of lab
results or
highlight
abnormal
values.

0 pts
Missing
criteria
and/or
submission
.

2
points

Medications 4 to >2.0 pts
Includes a list of all
of the patient
reported
medications and
the medical
diagnosis for the
medication
(including name,

2 to >1.0 pts
Includes a list of
all of the patient
reported
medications and
the medical
diagnosis for
the medication
(including 3 of

1 to >0.0 pts
Includes a list
of all of the
patient
reported
medications
(including 2 of
the 4: name,

0 pts
Missing
criteria
and/or
submission
.

4
points

dose, route,
frequency)

the 4: name,
dose,
medications
route,
frequency)

dose, route,
frequency)

Past Medical
History

3 to >2.0 pts
Includes
(Major/Chronic,
Trauma,
Hospitalizations),
for each medical
diagnosis, year of
diagnosis and
whether the
diagnosis is active
or current

2 to >1.0 pts
Includes
(Major/Chronic,
Trauma,
Hospitalizations)
, for each
medical
diagnosis, either
year of
diagnosis OR
whether the
diagnosis is
active or current

1 to >0.0 pts
Includes each
medical
diagnosis but
does not
include year of
diagnosis or
whether the
diagnosis is
active or
current

0 pts
Missing
criteria
and/or
submission
.

3
points

Past Surgical
History

3 to >2.0 pts
Includes, for each
surgical procedure,
the year of
procedure and the
indication for the
procedure

2 to >1.0 pts
Includes, for
each surgical
procedure, the
year of
procedure OR
indication of the
procedure

1 to >0.0 pts
Includes, for
each surgical
procedure but
not the year of
procedure or
indication of
the procedure

0 pts
Missing
criteria
and/or
submission
.

3
points

Family History 3 to >2.0 pts
Includes an
assessment of at
least 4 family
members
regarding, at a
minimum, genetic
disorders, diabetes,
heart disease and
cancer.

2 to >1.0 pts
Includes an
assessment of
at least 3 family
members
regarding, at a
minimum,
genetic
disorders,
diabetes, heart
disease and
cancer.

1 to >0.0 pts
Includes an
assessment of
at least 2
family
members
regarding, at a
minimum,
genetic
disorders,
diabetes, heart
disease and
cancer.

0 pts
Missing
criteria
and/or
submission
.

3
points

Social History 3 to >2.0 pts
Includes all of the
required following:
tobacco use, drug
use, alcohol use,
marital status,
employment status,
current/previous
occupation, sexual
orientation,
sexually active,
contraceptive use,
and living situation.

2 to >1.0 pts
Includes 10 of
the 11 required
following:
tobacco use,
drug use,
alcohol use,
marital status,
employment
status,
current/previous
occupation,
sexual
orientation,
sexually active,
contraceptive

1 to >0.0 pts
Includes 9 or
less of the
required
information.

0 pts
Missing
criteria
and/or
submission
.

3
points

use, and living
situation.

Health
Maintenance /
Screenings

3 to >2.0 pts
Includes a detailed
assessment of
immunization
status and other
health maintenance
needs such as age-
appropriate
screenings and
preventive
measures Includes
an assessment of
at least 5 screening
tests

2 to >1.0 pts
Includes a
partial
assessment of
immunization
status and
health
maintenance
needs, missing
some key
components.
Includes an
assessment of
at least 4
screening tests

1 to >0.0 pts
Includes
minimal
assessment of
immunization
status and
health
maintenance
needs, lacking
detail.
Includes an
assessment of
at least 3
screening
tests

0 pts
Missing
criteria
and/or
submission
.

3
points

Physical
Examination

15 to >8.0 pts
Includes a
minimum of 4
assessments for
each body system
and assesses at
least 5 body
systems directed to
chief complaint

8 to >3.0 pts
Includes a
minimum of 3
assessments for
each body
system and
assesses at
least 4 body
systems
directed to chief
complaint

3 to >0.0 pts
Includes a
minimum of 2
assessments
for each body
system and
assesses at
least 4 body
systems
directed to
chief
complaint

0 pts
Missing
criteria
and/or
submission
.

15
points

Diagnosis

5 to >3.0 pts
Includes a clear
outline of the
accurate principal
diagnosis AND lists
the remaining
diagnoses
addressed at the
visit (in descending
priority)

3 to >1.0 pts
Includes a clear
outline of the
accurate
diagnoses
addressed at the
visit but does
not list the
diagnoses in
descending
order of priority

1 to >0.0 pts
Includes 1
differential
diagnosis for
the principal
diagnosis

0 pts
Missing
criteria
and/or
submission
.

5
points

Differential
Diagnosis

5 to >3.0 pts
Includes at least 3
differential
diagnoses for the
principal diagnosis

3 to >1.0 pts
Includes at least
2 differential
diagnoses for
the principal
diagnosis

1 to >0.0 pts
Includes at
least 1
differential
diagnoses for
the principal
diagnosis

0 pts
Missing
criteria
and/or
submission
.

5
points

ICD 10 Coding 3 to >2.0 pts
Correctly includes
all ICD-10 codes
relevant to the
diagnoses
addressed at the
visit

2 to >1.0 pts
Correctly
includes most
ICD-10 codes
relevant to the
diagnoses
addressed at the
visit

1 to >0.0 pts
Includes some
ICD-10 codes
relevant to the
diagnoses
addressed at
the visit

0 pts
Missing
criteria
and/or
submission
.

3
points

Pharmacologi
c treatment
plan

5 to >3.0 pts
Includes a detailed
pharmacologic
treatment plan for
each of the
diagnoses listed
under
“assessment”. The
plan includes ALL
of the required
following: drug
name, dose, route,
frequency, duration
and cost as well as
education related to
pharmacologic
agent. If the
diagnosis is a
chronic problem,
student includes
instructions on
currently
prescribed
medications as
above.

3 to >1.0 pts
Includes a
detailed
pharmacologic
treatment plan
for each of the
diagnoses listed
under
“assessment”.
The plan
includes 4 of the
required
following 7: the
drug name,
dose, route,
frequency,
duration and
cost as well as
education
related to
pharmacologic
agent. If the
diagnosis is a
chronic
problem,
student includes
instructions on
currently
prescribed
medications as
above.

1 to >0.0 pts
Includes a
detailed
pharmacologi
c treatment
plan for each
of the
diagnoses
listed under
“assessment”.
The plan
includes less
than 4 of the
information:

0 pts
Missing
criteria
and/or
submission
.

5
points

Diagnostic /
Lab Testing

3 to >2.0 pts
Includes
appropriate
diagnostic/lab
testing 100% of the
time OR
acknowledges “no
diagnostic testing
clinically required
at this time”

2 to >1.0 pts
Includes
appropriate
diagnostic/lab
testing 50% of
the time OR
acknowledges
“no diagnostic
testing clinically
required at this
time”

1 to >0.0 pts
Includes
appropriate
diagnostic
testing less
than 50% of
the time.

0 pts
Missing
criteria
and/or
submission
.

3
points

Education 3 to >2.0 pts
Includes at least 3
strategies to
promote and
develop skills for
managing their
illness and at least
3 self-management
methods on how to
incorporate healthy
behaviors into their
lives.

2 to >1.0 pts
Includes at least
2 strategies to
promote and
develop skills
for managing
their illness and
at least 2 self-
management
methods on how
to incorporate
healthy
behaviors into
their lives.

1 to >0.0 pts
Includes at
least 1
strategies to
promote and
develop skills
for managing
their illness
and at least 1
self-
management
methods on
how to
incorporate

0 pts
Missing
criteria
and/or
submission
.

3
points

healthy
behaviors into
their lives

Anticipatory
Guidance

3 to >2.0 pts
Includes at least 3
primary prevention
strategies (related
to age/condition
(i.e. immunizations,
pediatric and pre-
natal milestone
anticipatory
guidance)) and at
least 2 secondary
prevention
strategies (related
to age/condition
(i.e. screening))

2 to >1.0 pts
Includes at least
2 primary
prevention
strategies
(related to
age/condition
(i.e.
immunizations,
pediatric and
pre-natal
milestone
anticipator
guidance)) and
at least 2
secondary
prevention
strategies
(related to
age/condition
(i.e. screening))

1 to >0.0 pts
Includes at
least 1 primary
prevention
strategies
(related to
age/condition
(i.e.
immunizations
, pediatric and
pre-natal
milestone
anticipatory
guidance))
and at least 1
secondary
prevention
strategies
(related to
age/condition
(i.e.
screening))

0 pts
Missing
criteria
and/or
submission
.

3
points

Follow Up
Plan

2 to >1.0 pts
Includes
recommendation
for follow up,
including time
frame (i.e. x # of
days/weeks/months
)

1 to >0.0 pts
Includes recommendation for
follow up, but does not include
time frame (i.e. x # of
days/weeks/months)

0 pts
Missing
criteria
and/or
submission
.

2
points

Prescription 3 to >2.0 pts
Prescription
includes all
required
components:
patient information,
date, drug name,
dose, route,
frequency, quantity
to be dispensed,
refills, and
provider’s
signature and
credentials

2 to >1.0 pts
Prescription
includes most
required
components,
but is missing 1-
2 elements such
as quantity to be
dispensed or
refills

1 to >0.0 pts
Prescription is
missing 3 or
more required
components
such as
patient
information,
date, or
provider’s
signature

0 pts
Missing
criteria
and/or
submission
.

3
points

Writing
Mechanics,
Citations, and
APA Style

3 to >2.0 pts
Effectively uses the
literature and other
resources to inform
their work.
Exceptional use of
citations and
extended
referencing. APA

2 to >1.0 pts
Moderately use
the literature
and other
resources to
inform their
work.
Moderately use
of citations and

1 to >0.0 pts
Ineffectively
uses the
literature and
other
resources to
inform their
work.
Ineffectively

0 pts
Missing
criteria
and/or
submission
.

3
points

style is correct, and
writing is free of
grammar and
spelling errors.

extended
referencing. APA
style and writing
mechanics need
more precision
and attention to
detail.

use of
citations and
extended
referencing.
APA style and
writing
mechanics
need serious
attention.

Total 100

**## SOAPNoteTemplate-17.docx**

| | |
| — | — |
| SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
| _Demographics_ | |
| _Chief Complaint (Reason for seeking health care)_ | |
| _History of Present Illness (HPI)_ | |
| _Allergies_ | |
| _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
| _Vital Signs_ | |
| _Labs_ | |
| _Medications_ | |
| _Past Medical History_ | |
| _Past Surgical History_ | |
| _Family History_ | |
| _Social History_ | |
| _Health Maintenance/ Screenings_ | |
| _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
| _Diagnosis_ | |
| _Differential Diagnosis_ | |
| _ICD 10 Coding_ | |
| _Pharmacologic treatment plan_ | |
| _Diagnostic/Lab Testing_ | |
| _Education_ | |
| _Anticipatory Guidance_ | |
| _Follow up plan_ | |
| _Prescription_ | See Below (scroll down) |
| _References_ | |
| _Grammar_ | |

| |
| — |
| EA#: 101010101 STU Clinic LIC# 10000000 |
| Tel: (000) 555-1234 FAX: (000) 555-12222 |
| Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

Signature (with appropriate credentials):_____________________________________

References (must use current evidence-based guidelines used to guide the care [Mandatory])

**## SOAPNoteRubric9.pdf**

SOAP Note Rubric

Criteria Ratings Point
s

Demographics 1 to >0.8 pts
Begins with patient
initials, age, race,
ethnicity and
gender (5
demographics)

0.8 to >0.25 pts
Begins with 4 of
the 5 patient
demographics
(patient initials,
age, race,
ethnicity and
gender)

0.25 to
>0.0 pts
Begins with 3
or less patient
demographics
(patient
initials, age,
race, ethnicity
and gender)

0 pts
Missing
criteria
and/or
submission
.

1
point

Chief
Complaint
(Reason for
seeking health
care)

4 to >3.0 pts
Includes a direct
quote from patient
about presenting
problem

3 to >2.0 pts
Includes a direct
quote from
patient and
other unrelated
information

2 to >0.0 pts
Includes
information
but
information is
NOT a direct
quote

0 pts
Missing
criteria
and/or
submission
.

4
points

History of the
Present
Illness (HPI)

5 to >3.0 pts
Includes the
presenting problem
and the 8
dimensions of the
problem (OLD
CARTS – Onset,
Location, Duration,
Character,
Aggravating
factors, Relieving
factors, Timing and
Severity)

3 to >2.0 pts
Includes the
presenting
problem and 7
of the 8
dimensions of
the problem
(OLD CARTS –
Onset, Location,
Duration,
Character,
Aggravating
factors,
Relieving
factors, Timing
and Severity)

2 to >0.0 pts
Includes the
presenting
problem and 6
of the 8
dimensions of
the problem
(OLD CARTS –
Onset,
Location,
Duration,
Character,
Aggravating
factors,
Relieving
factors,
Timing and
Severity)

0 pts
Missing
criteria
and/or
submission
.

5
points

Allergies 2 to >1.5 pts
Includes NKA
(including = Drug,
Environmental,
Food, Herbal,
and/or Latex or if
allergies are
present (reports for
each severity of
allergy AND
description of
allergy)

1.5 to >1.0 pts
If allergies are
present,
students lists
type Drug,
environmental
factor, herbal,
food, latex name
and includes
severity of
allergy OR
description of
allergy

1 to >0.0 pts
If allergies are
present,
students lists
only the type
of allergy
name

0 pts
Missing
criteria
and/or
submission
.

2
points

Review of
Systems
(ROS)

15 to >8.0 pts
Includes a
minimum of 3
assessments for
each body system
and assesses at
least 9 body
systems directed to
chief complaint
AND uses the
words “admits” and
“denies”

8 to >3.0 pts
Includes 3 or
fewer
assessments for
each body
system and
assesses 5-8
body systems
directed to chief
complaint AND
uses the words
“admits” and
“denies”

3 to >0.0 pts
Includes 3 or
fewer
assessments
for each body
system and
assesses less
than 5 body
systems
directed to
chief
complaint OR
student does
not use the
words
“admits” and
“denies”

0 pts
Missing
criteria
and/or
submission
.

15
points

Vital Signs 2 to >1.5 pts
Includes all 8 vital
signs, (BP (with
patient position),
HR, RR,
temperature (with
Fahrenheit or
Celsius and route
of temperature
collection), weight,
height, BMI (or
percentiles for
pediatric
population) and
pain.)

1.5 to >1.0 pts
Includes 7 vital
signs, (BP (with
patient
position), HR,
RR, temperature
(with Fahrenheit
or Celsius and
route of
temperature
collection),
weight, height,
BMI (or
percentiles for
pediatric
population) and
pain.)

1 to >0.0 pts
Includes 6 or
less vital
signs, (BP
(with patient
position), HR,
RR,
temperature
(with F or C
and route of
temperature
collection),
weight, height,
BMI (or
percentiles for
pediatric
population)
and pain.)

0 pts
Missing
criteria
and/or
submission
.

2
points

Labs 2 to >1.5 pts
Includes a list of
the labs reviewed at
the visit, values of
lab results and
highlights
abnormal values
OR acknowledges
no labs/diagnostic
tests were
reviewed.

1.5 to >1.0 pts
Includes a list of
the labs
reviewed at the
visit, values of
lab results but
does not
highlight
abnormal
values.

1 to >0.0 pts
Includes a list
of the labs
reviewed at
the visit but
does not
include the
values of lab
results or
highlight
abnormal
values.

0 pts
Missing
criteria
and/or
submission
.

2
points

Medications 4 to >2.0 pts
Includes a list of all
of the patient
reported
medications and
the medical
diagnosis for the
medication
(including name,

2 to >1.0 pts
Includes a list of
all of the patient
reported
medications and
the medical
diagnosis for
the medication
(including 3 of

1 to >0.0 pts
Includes a list
of all of the
patient
reported
medications
(including 2 of
the 4: name,

0 pts
Missing
criteria
and/or
submission
.

4
points

dose, route,
frequency)

the 4: name,
dose,
medications
route,
frequency)

dose, route,
frequency)

Past Medical
History

3 to >2.0 pts
Includes
(Major/Chronic,
Trauma,
Hospitalizations),
for each medical
diagnosis, year of
diagnosis and
whether the
diagnosis is active
or current

2 to >1.0 pts
Includes
(Major/Chronic,
Trauma,
Hospitalizations)
, for each
medical
diagnosis, either
year of
diagnosis OR
whether the
diagnosis is
active or current

1 to >0.0 pts
Includes each
medical
diagnosis but
does not
include year of
diagnosis or
whether the
diagnosis is
active or
current

0 pts
Missing
criteria
and/or
submission
.

3
points

Past Surgical
History

3 to >2.0 pts
Includes, for each
surgical procedure,
the year of
procedure and the
indication for the
procedure

2 to >1.0 pts
Includes, for
each surgical
procedure, the
year of
procedure OR
indication of the
procedure

1 to >0.0 pts
Includes, for
each surgical
procedure but
not the year of
procedure or
indication of
the procedure

0 pts
Missing
criteria
and/or
submission
.

3
points

Family History 3 to >2.0 pts
Includes an
assessment of at
least 4 family
members
regarding, at a
minimum, genetic
disorders, diabetes,
heart disease and
cancer.

2 to >1.0 pts
Includes an
assessment of
at least 3 family
members
regarding, at a
minimum,
genetic
disorders,
diabetes, heart
disease and
cancer.

1 to >0.0 pts
Includes an
assessment of
at least 2
family
members
regarding, at a
minimum,
genetic
disorders,
diabetes, heart
disease and
cancer.

0 pts
Missing
criteria
and/or
submission
.

3
points

Social History 3 to >2.0 pts
Includes all of the
required following:
tobacco use, drug
use, alcohol use,
marital status,
employment status,
current/previous
occupation, sexual
orientation,
sexually active,
contraceptive use,
and living situation.

2 to >1.0 pts
Includes 10 of
the 11 required
following:
tobacco use,
drug use,
alcohol use,
marital status,
employment
status,
current/previous
occupation,
sexual
orientation,
sexually active,
contraceptive

1 to >0.0 pts
Includes 9 or
less of the
required
information.

0 pts
Missing
criteria
and/or
submission
.

3
points

use, and living
situation.

Health
Maintenance /
Screenings

3 to >2.0 pts
Includes a detailed
assessment of
immunization
status and other
health maintenance
needs such as age-
appropriate
screenings and
preventive
measures Includes
an assessment of
at least 5 screening
tests

2 to >1.0 pts
Includes a
partial
assessment of
immunization
status and
health
maintenance
needs, missing
some key
components.
Includes an
assessment of
at least 4
screening tests

1 to >0.0 pts
Includes
minimal
assessment of
immunization
status and
health
maintenance
needs, lacking
detail.
Includes an
assessment of
at least 3
screening
tests

0 pts
Missing
criteria
and/or
submission
.

3
points

Physical
Examination

15 to >8.0 pts
Includes a
minimum of 4
assessments for
each body system
and assesses at
least 5 body
systems directed to
chief complaint

8 to >3.0 pts
Includes a
minimum of 3
assessments for
each body
system and
assesses at
least 4 body
systems
directed to chief
complaint

3 to >0.0 pts
Includes a
minimum of 2
assessments
for each body
system and
assesses at
least 4 body
systems
directed to
chief
complaint

0 pts
Missing
criteria
and/or
submission
.

15
points

Diagnosis

5 to >3.0 pts
Includes a clear
outline of the
accurate principal
diagnosis AND lists
the remaining
diagnoses
addressed at the
visit (in descending
priority)

3 to >1.0 pts
Includes a clear
outline of the
accurate
diagnoses
addressed at the
visit but does
not list the
diagnoses in
descending
order of priority

1 to >0.0 pts
Includes 1
differential
diagnosis for
the principal
diagnosis

0 pts
Missing
criteria
and/or
submission
.

5
points

Differential
Diagnosis

5 to >3.0 pts
Includes at least 3
differential
diagnoses for the
principal diagnosis

3 to >1.0 pts
Includes at least
2 differential
diagnoses for
the principal
diagnosis

1 to >0.0 pts
Includes at
least 1
differential
diagnoses for
the principal
diagnosis

0 pts
Missing
criteria
and/or
submission
.

5
points

ICD 10 Coding 3 to >2.0 pts
Correctly includes
all ICD-10 codes
relevant to the
diagnoses
addressed at the
visit

2 to >1.0 pts
Correctly
includes most
ICD-10 codes
relevant to the
diagnoses
addressed at the
visit

1 to >0.0 pts
Includes some
ICD-10 codes
relevant to the
diagnoses
addressed at
the visit

0 pts
Missing
criteria
and/or
submission
.

3
points

Pharmacologi
c treatment
plan

5 to >3.0 pts
Includes a detailed
pharmacologic
treatment plan for
each of the
diagnoses listed
under
“assessment”. The
plan includes ALL
of the required
following: drug
name, dose, route,
frequency, duration
and cost as well as
education related to
pharmacologic
agent. If the
diagnosis is a
chronic problem,
student includes
instructions on
currently
prescribed
medications as
above.

3 to >1.0 pts
Includes a
detailed
pharmacologic
treatment plan
for each of the
diagnoses listed
under
“assessment”.
The plan
includes 4 of the
required
following 7: the
drug name,
dose, route,
frequency,
duration and
cost as well as
education
related to
pharmacologic
agent. If the
diagnosis is a
chronic
problem,
student includes
instructions on
currently
prescribed
medications as
above.

1 to >0.0 pts
Includes a
detailed
pharmacologi
c treatment
plan for each
of the
diagnoses
listed under
“assessment”.
The plan
includes less
than 4 of the
information:

0 pts
Missing
criteria
and/or
submission
.

5
points

Diagnostic /
Lab Testing

3 to >2.0 pts
Includes
appropriate
diagnostic/lab
testing 100% of the
time OR
acknowledges “no
diagnostic testing
clinically required
at this time”

2 to >1.0 pts
Includes
appropriate
diagnostic/lab
testing 50% of
the time OR
acknowledges
“no diagnostic
testing clinically
required at this
time”

1 to >0.0 pts
Includes
appropriate
diagnostic
testing less
than 50% of
the time.

0 pts
Missing
criteria
and/or
submission
.

3
points

Education 3 to >2.0 pts
Includes at least 3
strategies to
promote and
develop skills for
managing their
illness and at least
3 self-management
methods on how to
incorporate healthy
behaviors into their
lives.

2 to >1.0 pts
Includes at least
2 strategies to
promote and
develop skills
for managing
their illness and
at least 2 self-
management
methods on how
to incorporate
healthy
behaviors into
their lives.

1 to >0.0 pts
Includes at
least 1
strategies to
promote and
develop skills
for managing
their illness
and at least 1
self-
management
methods on
how to
incorporate

0 pts
Missing
criteria
and/or
submission
.

3
points

healthy
behaviors into
their lives

Anticipatory
Guidance

3 to >2.0 pts
Includes at least 3
primary prevention
strategies (related
to age/condition
(i.e. immunizations,
pediatric and pre-
natal milestone
anticipatory
guidance)) and at
least 2 secondary
prevention
strategies (related
to age/condition
(i.e. screening))

2 to >1.0 pts
Includes at least
2 primary
prevention
strategies
(related to
age/condition
(i.e.
immunizations,
pediatric and
pre-natal
milestone
anticipator
guidance)) and
at least 2
secondary
prevention
strategies
(related to
age/condition
(i.e. screening))

1 to >0.0 pts
Includes at
least 1 primary
prevention
strategies
(related to
age/condition
(i.e.
immunizations
, pediatric and
pre-natal
milestone
anticipatory
guidance))
and at least 1
secondary
prevention
strategies
(related to
age/condition
(i.e.
screening))

0 pts
Missing
criteria
and/or
submission
.

3
points

Follow Up
Plan

2 to >1.0 pts
Includes
recommendation
for follow up,
including time
frame (i.e. x # of
days/weeks/months
)

1 to >0.0 pts
Includes recommendation for
follow up, but does not include
time frame (i.e. x # of
days/weeks/months)

0 pts
Missing
criteria
and/or
submission
.

2
points

Prescription 3 to >2.0 pts
Prescription
includes all
required
components:
patient information,
date, drug name,
dose, route,
frequency, quantity
to be dispensed,
refills, and
provider’s
signature and
credentials

2 to >1.0 pts
Prescription
includes most
required
components,
but is missing 1-
2 elements such
as quantity to be
dispensed or
refills

1 to >0.0 pts
Prescription is
missing 3 or
more required
components
such as
patient
information,
date, or
provider’s
signature

0 pts
Missing
criteria
and/or
submission
.

3
points

Writing
Mechanics,
Citations, and
APA Style

3 to >2.0 pts
Effectively uses the
literature and other
resources to inform
their work.
Exceptional use of
citations and
extended
referencing. APA

2 to >1.0 pts
Moderately use
the literature
and other
resources to
inform their
work.
Moderately use
of citations and

1 to >0.0 pts
Ineffectively
uses the
literature and
other
resources to
inform their
work.
Ineffectively

0 pts
Missing
criteria
and/or
submission
.

3
points

style is correct, and
writing is free of
grammar and
spelling errors.

extended
referencing. APA
style and writing
mechanics need
more precision
and attention to
detail.

use of
citations and
extended
referencing.
APA style and
writing
mechanics
need serious
attention.

Total 100

November 6, 2026
[Solved] disc 5 612

✓ Verified Academic Solution Available

Executive Solution Overview

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discrubric612part2.png](https://www.sweetstudy.com/files/discrubric612part2-png "discrubric612part2.png")
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November 6, 2026
[Solved] Caring for Jamaican, Haitian, and Jewish Populations

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A. Evaluate How Jamaicans typically view communication and respect in healthcare interactions (e.g., use of titles, tone, and body language) and and how misalignment with these expectations may contribute to disparities in patient outcomes? B.Analyze challenges that arise when communicating with Hai…

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A. Evaluate How Jamaicans typically view communication and respect in healthcare interactions (e.g., use of titles, tone, and body language) and and how misalignment with these expectations may contribute to disparities in patient outcomes?

B.Analyze challenges that arise when communicating with Haitian patients who speak Haitian Creole or French as their primary language, and discuss policy-based language access requirements and patient safety implications.

C. Evaluate religious needs a Jewish client may have during hospitalization, including how nurses can advocate for institutional policies that support religious accommodation.

November 6, 2026
[Solved] BELKIS RESEARCH

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PLEASE SEE THE ATTACHED DOCUMENT FOR INSTRUCTIONS AND REQUIREMENTS 2 PAGES SCHOLARLY REFERENCES WITHIN THE PAST 5 YEARS ( 2022-2026) WITH DOI# AND IN-TEXT CITATION PROPER GRAMMAR AND SPELLING APA FORMAT NO MORE THAN 10% PLAGIARISM OR AI TEXT WILL BE SUBMITTED VIA TURNITIN DUE DATE APRIL 14, 2026 – […

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PLEASE SEE THE ATTACHED DOCUMENT FOR INSTRUCTIONS AND REQUIREMENTS

2 PAGES

SCHOLARLY REFERENCES WITHIN THE PAST 5 YEARS ( 2022-2026) WITH DOI# AND IN-TEXT CITATION

PROPER GRAMMAR AND SPELLING

APA FORMAT

NO MORE THAN 10% PLAGIARISM OR AI TEXT WILL BE SUBMITTED VIA TURNITIN

DUE DATE APRIL 14, 2026

– [\
\
INSTRUCTIONANDREQUIREMENTS.pdf](https://www.sweetstudy.com/files/instructionandrequirements-pdf "INSTRUCTIONANDREQUIREMENTS.pdf")

November 6, 2026
[Solved] From Evidence to Impact: Applying Research Principles to Advance Nursing Practice

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– [\ \ IMG_6844.png](https://www.sweetstudy.com/files/img-6844-png-10532579 "IMG_6844.png") – [\ \ IMG_6845.png](https://www.sweetstudy.com/files/img-6845-png "IMG_6845.png")

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– [\
\
IMG_6844.png](https://www.sweetstudy.com/files/img-6844-png-10532579 "IMG_6844.png")
– [\
\
IMG_6845.png](https://www.sweetstudy.com/files/img-6845-png "IMG_6845.png")

November 6, 2026
[Solved] Evaluate the various approaches for distributing research findings?

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Evaluate the various approaches for distributing research findings?

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Assignment Prompt & Instructions

Evaluate the various approaches for distributing research findings?

November 6, 2026
[Solved] DUNIA PP

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TOPIC: National Breast Cancer Coalition Investigate the group’s key issues. 1) what is their mission 2) what is their legislative agenda 3) how is the agenda developed 4) how is it communicated to members 5) how is their agenda pushed and promoted (i.e., mechanisms used to engage/attract and influen…

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Assignment Prompt & Instructions

TOPIC: National Breast Cancer Coalition

Investigate the group’s key issues.

1) what is their mission

2) what is their legislative agenda

3) how is the agenda developed

4) how is it communicated to members

5) how is their agenda pushed and promoted (i.e., mechanisms used to engage/attract and influence policy makers)

6) what are the group’s current lobbying efforts

7) key partner coalitions

8) do their partnerships influence policies at the local, state or national level

9) key obstacles

10) spending allocations (consult the Center for Responsible Politics, www.opensecrets.org).

The student will:

1) summarize their findings in a 1–2-page, single-spaced memo.

2) submit a 15 scholarly PowerPoint presentation with speaker notes in all slides that addresses all the key questions listed in the first section of this page. SLIDES MUST HAVE IMAGES AND CONDENSED INFORMATION ( CAN'T BE ALMOST EMPTY PLEASE)

Presentation is to be done in APA format and to include both learning objectives and a reference page.

RUBRIC:

1–2-page, single-spaced memo

Learning objectives 5 points

Introduction 10 points

Investigate the group’s key issues 5 points.

The group’s mission 5 points

Legislative agenda 5 points

Mechanisms used to engage/attract and influence policy makers 5 points.

Current lobbying efforts 5 points

Key partner coalitions 5 points

Do their partnerships influence policies at the local, state or national level: key obstacles 5 points.

Spending allocations (consult the Center for Responsible Politics, www.opensecrets.org). 10 points

Conclusion 5 points

APA References 10 points

Slide PowerPoint presentation 25 points

DUE DATE APRIL 15, 2026

CAN'T HAVE MORE THAN 10% PLAGIARISM OR AI TEXT, THIS ASSIGNMENT WILL BE SUBMITTED VIA TURNITIN IS COUNTING BIG % OF FINAL GRADE PLEASE, FOLLOW RUBRIC AND REQUIREMENTS PLEASE.

REFERENCES WITHIN THE PAST 5 YEAR ( FROM 2022-2026) WITH DOI# AND INTEXT CITATIONS

November 6, 2026
[Solved] DNP-IVAN

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**Instructions:** 1. Locate 4 research articles that demonstrate the four levels of measurement as follows: – Nominal – Ordinal – Interval – Ratio 2. Identify in each article at least one example of each of the four levels of measurement. 3. Explain why that level of measurement applies to the study…

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Assignment Prompt & Instructions

**Instructions:**

1. Locate 4 research articles that demonstrate the four levels of measurement as follows:
– Nominal
– Ordinal
– Interval
– Ratio
2. Identify in each article at least one example of each of the four levels of measurement.
3. Explain why that level of measurement applies to the study you choose.

*Include the link to each article used when you post the assignment. **Use an Narrative Format**

– You must present your writing double-spaced, in a Times New Roman, Arial, or Courier New font, with a font size of 12.
– Pay attention to grammar rules (spelling and syntax).
– Your work must be original and not contain material copied from books or the internet no more than 10% plague or AI text allowed.
– When citing the work of other authors, including citations and references using APA style to respect their intellectual property and avoid plagiarism.

Contribute a minimum of (2) pages. It should include at least (2) academic sources, formatted and cited in APA.DUE DATE APRIL 15, 2026

November 6, 2026
[Solved] tutoring completion

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Deadline 4 days **files (2)** – ## AssessmentInstructions-XA3001_AVisionforSocialChangeinProfessionalPracticeAdvancingNursesHealthandWellness.html – ## XA3001_Rubric.pdf **## AssessmentInstructions-XA3001_AVisionforSocialChangeinProfessionalPracticeAdvancingNursesHealthandWellness.html** skip to …

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Assignment Prompt & Instructions

Deadline 4 days

**files (2)**

– ## AssessmentInstructions-XA3001_AVisionforSocialChangeinProfessionalPracticeAdvancingNursesHealthandWellness.html

– ## XA3001_Rubric.pdf

**## AssessmentInstructions-XA3001_AVisionforSocialChangeinProfessionalPracticeAdvancingNursesHealthandWellness.html**

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XA3001: A Vision for Social Change in Professional Practice & Advancing Nurses' Health and Wellness

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**## XA3001_Rubric.pdf**

© 2025 Walden University, LLC. 1

XA3001: A Vision for Social Change in Professional Practice & Advancing Nurses’ Health and Wellness: Analyze
strategies that promote the nurse’s role as an agent of change in implementing social change for professional practice
and community decision-making.

Assessment Rubric

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

Part 1. Social Change Infographic

Module 1: A Vision of Social Change in Professional Practice

Construct an informational type of
infographic in which you do the
following:

• Identify your selected social
change topic, and describe
issues connected to the
selected social change
topic.

Learning Objective 1.1: Analyze social
change topics

Learning Objective 1.2: Construct
infographics related to social change
topics

The infographic

comprehensively and

clearly identifies the topic

and issues related to the

topic.

The infographic includes

relevant, specific, and

appropriate examples

that fully support the

identification.

The infographic
identifies the social
change topic and issues
related to the topic.

The infographic includes
relevant, specific, and
appropriate examples
that support the
identification.

The response

inaccurately and vaguely

identifies a topic and

issues related to the

topic, or it is missing.

The infographic includes

inaccurate and vague

examples that do not

support the identification,

or it is missing.

• Explain how individuals and

organizations might already

be working on addressing

The infographic
comprehensively and
clearly explains how
individuals and
organizations are
addressing the issues.

The infographic explains
how individuals and
organizations are
addressing the issues.

The infographic
inaccurately and vaguely
explains how individuals
and organizations are
addressing the issues, or
the infographic is

© 2025 Walden University, LLC. 2

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

issues related to your social

change topic.

Learning Objective 1.2: Construct

infographics related to social change

topics

Learning Objective 1.3: Analyze the

role of the nurse as change agent in

effecting positive social change

The infographic includes
relevant, specific, and
appropriate examples
that fully support the
explanation.

The infographic includes
relevant, specific, and
appropriate examples
that support the
explanation.

incomplete.

The infographic includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.

• Explain the role of the nurse as

a change agent impacting the

social change topic.

Learning Objective 1.2: Construct

infographics related to social change

topics

Learning Objective 1.3: Analyze the

role of the nurse as change agent in

effecting positive social change

The infographic
comprehensively and
clearly explains the role
of the nurse as a change
agent impacting the
selected social change
topic.

The infographic includes
relevant, specific, and
appropriate examples
that fully support the
explanation.

The infographic explains
the role of the nurse as
a change agent
impacting the selected
social change topic.

The infographic includes
relevant, specific, and
appropriate examples
that support the
explanation.

The infographic
inaccurately and vaguely
explains the role of the
nurse as a change agent
for the selected social
change topic, or it is
missing.

The infographic includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.

• Discuss how identity and bias The infographic The infographic The infographic

© 2025 Walden University, LLC. 3

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

influence decision making, as

related to the selected topic.

Learning Objective 1.2: Construct

infographics related to social change

topics

Learning Objective 1.3: Analyze the

role of the nurse as change agent in

effecting positive social change

comprehensively and
clearly discusses identity
and bias related to the
selected topic.

The infographic includes
relevant, specific, and
appropriate examples
that fully support the
discussion.

discusses identity and
bias related to the
selected topic.

The infographic includes
relevant, specific, and
appropriate examples
that support the
discussion.

inaccurately and vaguely
discusses identity and
bias related to the
selected topic, or the
discussion is incomplete
or missing.

The infographic includes
inaccurate and vague
examples that do not
support the discussion,
or it is missing.

Part 2. Health and Wellness Plan Template

Module 2: Advancing Nurses’ Health and Wellness

Using the provided template,
address the following:

• Reflect on the time management
chart focusing on support,
personal responsibility, and
success.

Learning Objective 2.1: Analyze
healthy, self-care behaviors that
promote wellness and resiliency in
ensuring quality healthcare delivery

Learning Objective 2.3: Analyze an
environment which promotes self-
care, personal health, and well-being

The response
comprehensively and
clearly reflects on the
completed time
management chart,
offering plans for
support, success, and
personal responsibility.

The response includes
relevant, specific, and
appropriate examples
that fully support the
reflection.

The response accurately
reflects on the
completed time
management chart.

The response includes
relevant, specific, and
appropriate examples
that support the
reflection.

The response
inaccurately and vaguely
reflects on the completed
time management chart,
or it is missing.

The response includes
inaccurate and vague
examples that do not
support the reflection, or
it is missing.

© 2025 Walden University, LLC. 4

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

• Develop a SMART goal for
nutrition.

Learning Objective 2.2: Develop a
SMART goal related to nutrition

An accurate, relevant,
and clearly defined
SMART goal related to
nutrition is developed.

An accurate SMART
goal related to nutrition
is developed.

The developed goal is
not a SMART goal, is not
aligned to nutrition, or it
is missing.

• Develop a SMART goal for
physical activity.

Learning Objective 2.2: Develop a
SMART goal related to physical
activity

An accurate, relevant,
and clearly defined
SMART goal related to
physical activity is
developed.

A SMART goal related
to physical activity is
developed.

The developed goal is
not a SMART goal, is not
aligned to physical
activity, or it is missing.

• Develop a SMART goal for
stress management.

Learning Objective 2.2: Develop a
SMART goal related to stress
management

An accurate, relevant,
and clearly defined
SMART goal related to
stress management is
developed.

A SMART goal related
to stress management is
developed.

The developed goal is
not a SMART goal, is not
aligned to stress
management, or it is
missing.

© 2025 Walden University, LLC. 5

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

• Develop a SMART goal for
restorative sleep.

Learning Objective 2.2: Develop a
SMART goal related to restorative
sleep

An accurate, relevant,
and clearly defined
SMART goal related
restorative sleep is
developed.

A SMART goal related
to restorative sleep is
developed.

The developed goal is
not a SMART goal, is not
aligned to restorative
sleep, or it is missing.

• Develop a SMART goal for social
connections.

Learning Objective 2.2: Develop a
SMART goal related to social
connections

An accurate, relevant,
and clearly defined
SMART goal related to
social connections is
developed.

A SMART goal related
to social connections is
developed.

The developed goal is
not a SMART goal, is not
aligned to social
connection, or it is
missing.

• Develop a SMART goal for
avoidance of risky substances.

Learning Objective 2.2: Develop a
SMART goal related to avoidance
or risky substances

An accurate, relevant,
and clearly defined
SMART goal related to
avoidance of risky
substances is
developed.

A SMART goal related
to avoidance of risky
substances is
developed.

The developed goal is
not a SMART goal, is
not aligned to avoidance
of risky substances, or it
is missing.

© 2025 Walden University, LLC. 6

Professional Writing Skills Assessment

Professional Writing
Masters Expectations Achieves Expectations Does not Meet

Expectations

Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow

Demonstrates full
awareness of writing
context, audience, and
purpose.

Content is consistently
clear, logical, and well
organized with
appropriate sentence and
paragraph structure.

Tone is highly
professional, scholarly, and
free of bias.

Style is consistently
appropriate for a
professional
setting/workplace context.

Free of spelling,
punctuation, and
grammar/syntax errors.

Demonstrates some
awareness of writing
context, audience, and
purpose.

Content is mostly clear,
logical, and well organized
with adequate sentence
and paragraph structure.

Tone is adequately
professional, scholarly,
and/or free of bias.

Style is mostly appropriate
for a professional
setting/workplace context.

Contains few spelling,
punctuation, and/or
grammar/syntax errors.

Demonstrates minimal
awareness of writing
context, audience, and
purpose.

Content lacks clarity, logic,
and/or discernible
organization and does not
use proper sentence and
paragraph structure.

Tone is not
professional/scholarly
and/or contains bias.

Style is inconsistent with
a professional
setting/workplace context.

Content contains
significant spelling,
punctuation, and/or
grammar/syntax errors.

Originality, Source Credibility,
and Attribution of Ideas

Writing fully reflects
original thought and
paraphrasing and adheres
to reference requirements,

Writing adequately reflects
original thought and
paraphrasing and adheres
to reference requirements,

Writing does not reflect
original thought and
paraphrasing and does not
adhere to reference

© 2025 Walden University, LLC. 7

Professional Writing
Masters Expectations Achieves Expectations Does not Meet

Expectations

including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.

including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.

requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.

**## XA3001_Rubric.pdf**

© 2025 Walden University, LLC. 1

XA3001: A Vision for Social Change in Professional Practice & Advancing Nurses’ Health and Wellness: Analyze
strategies that promote the nurse’s role as an agent of change in implementing social change for professional practice
and community decision-making.

Assessment Rubric

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

Part 1. Social Change Infographic

Module 1: A Vision of Social Change in Professional Practice

Construct an informational type of
infographic in which you do the
following:

• Identify your selected social
change topic, and describe
issues connected to the
selected social change
topic.

Learning Objective 1.1: Analyze social
change topics

Learning Objective 1.2: Construct
infographics related to social change
topics

The infographic

comprehensively and

clearly identifies the topic

and issues related to the

topic.

The infographic includes

relevant, specific, and

appropriate examples

that fully support the

identification.

The infographic
identifies the social
change topic and issues
related to the topic.

The infographic includes
relevant, specific, and
appropriate examples
that support the
identification.

The response

inaccurately and vaguely

identifies a topic and

issues related to the

topic, or it is missing.

The infographic includes

inaccurate and vague

examples that do not

support the identification,

or it is missing.

• Explain how individuals and

organizations might already

be working on addressing

The infographic
comprehensively and
clearly explains how
individuals and
organizations are
addressing the issues.

The infographic explains
how individuals and
organizations are
addressing the issues.

The infographic
inaccurately and vaguely
explains how individuals
and organizations are
addressing the issues, or
the infographic is

© 2025 Walden University, LLC. 2

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

issues related to your social

change topic.

Learning Objective 1.2: Construct

infographics related to social change

topics

Learning Objective 1.3: Analyze the

role of the nurse as change agent in

effecting positive social change

The infographic includes
relevant, specific, and
appropriate examples
that fully support the
explanation.

The infographic includes
relevant, specific, and
appropriate examples
that support the
explanation.

incomplete.

The infographic includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.

• Explain the role of the nurse as

a change agent impacting the

social change topic.

Learning Objective 1.2: Construct

infographics related to social change

topics

Learning Objective 1.3: Analyze the

role of the nurse as change agent in

effecting positive social change

The infographic
comprehensively and
clearly explains the role
of the nurse as a change
agent impacting the
selected social change
topic.

The infographic includes
relevant, specific, and
appropriate examples
that fully support the
explanation.

The infographic explains
the role of the nurse as
a change agent
impacting the selected
social change topic.

The infographic includes
relevant, specific, and
appropriate examples
that support the
explanation.

The infographic
inaccurately and vaguely
explains the role of the
nurse as a change agent
for the selected social
change topic, or it is
missing.

The infographic includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.

• Discuss how identity and bias The infographic The infographic The infographic

© 2025 Walden University, LLC. 3

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

influence decision making, as

related to the selected topic.

Learning Objective 1.2: Construct

infographics related to social change

topics

Learning Objective 1.3: Analyze the

role of the nurse as change agent in

effecting positive social change

comprehensively and
clearly discusses identity
and bias related to the
selected topic.

The infographic includes
relevant, specific, and
appropriate examples
that fully support the
discussion.

discusses identity and
bias related to the
selected topic.

The infographic includes
relevant, specific, and
appropriate examples
that support the
discussion.

inaccurately and vaguely
discusses identity and
bias related to the
selected topic, or the
discussion is incomplete
or missing.

The infographic includes
inaccurate and vague
examples that do not
support the discussion,
or it is missing.

Part 2. Health and Wellness Plan Template

Module 2: Advancing Nurses’ Health and Wellness

Using the provided template,
address the following:

• Reflect on the time management
chart focusing on support,
personal responsibility, and
success.

Learning Objective 2.1: Analyze
healthy, self-care behaviors that
promote wellness and resiliency in
ensuring quality healthcare delivery

Learning Objective 2.3: Analyze an
environment which promotes self-
care, personal health, and well-being

The response
comprehensively and
clearly reflects on the
completed time
management chart,
offering plans for
support, success, and
personal responsibility.

The response includes
relevant, specific, and
appropriate examples
that fully support the
reflection.

The response accurately
reflects on the
completed time
management chart.

The response includes
relevant, specific, and
appropriate examples
that support the
reflection.

The response
inaccurately and vaguely
reflects on the completed
time management chart,
or it is missing.

The response includes
inaccurate and vague
examples that do not
support the reflection, or
it is missing.

© 2025 Walden University, LLC. 4

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

• Develop a SMART goal for
nutrition.

Learning Objective 2.2: Develop a
SMART goal related to nutrition

An accurate, relevant,
and clearly defined
SMART goal related to
nutrition is developed.

An accurate SMART
goal related to nutrition
is developed.

The developed goal is
not a SMART goal, is not
aligned to nutrition, or it
is missing.

• Develop a SMART goal for
physical activity.

Learning Objective 2.2: Develop a
SMART goal related to physical
activity

An accurate, relevant,
and clearly defined
SMART goal related to
physical activity is
developed.

A SMART goal related
to physical activity is
developed.

The developed goal is
not a SMART goal, is not
aligned to physical
activity, or it is missing.

• Develop a SMART goal for
stress management.

Learning Objective 2.2: Develop a
SMART goal related to stress
management

An accurate, relevant,
and clearly defined
SMART goal related to
stress management is
developed.

A SMART goal related
to stress management is
developed.

The developed goal is
not a SMART goal, is not
aligned to stress
management, or it is
missing.

© 2025 Walden University, LLC. 5

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

• Develop a SMART goal for
restorative sleep.

Learning Objective 2.2: Develop a
SMART goal related to restorative
sleep

An accurate, relevant,
and clearly defined
SMART goal related
restorative sleep is
developed.

A SMART goal related
to restorative sleep is
developed.

The developed goal is
not a SMART goal, is not
aligned to restorative
sleep, or it is missing.

• Develop a SMART goal for social
connections.

Learning Objective 2.2: Develop a
SMART goal related to social
connections

An accurate, relevant,
and clearly defined
SMART goal related to
social connections is
developed.

A SMART goal related
to social connections is
developed.

The developed goal is
not a SMART goal, is not
aligned to social
connection, or it is
missing.

• Develop a SMART goal for
avoidance of risky substances.

Learning Objective 2.2: Develop a
SMART goal related to avoidance
or risky substances

An accurate, relevant,
and clearly defined
SMART goal related to
avoidance of risky
substances is
developed.

A SMART goal related
to avoidance of risky
substances is
developed.

The developed goal is
not a SMART goal, is
not aligned to avoidance
of risky substances, or it
is missing.

© 2025 Walden University, LLC. 6

Professional Writing Skills Assessment

Professional Writing
Masters Expectations Achieves Expectations Does not Meet

Expectations

Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow

Demonstrates full
awareness of writing
context, audience, and
purpose.

Content is consistently
clear, logical, and well
organized with
appropriate sentence and
paragraph structure.

Tone is highly
professional, scholarly, and
free of bias.

Style is consistently
appropriate for a
professional
setting/workplace context.

Free of spelling,
punctuation, and
grammar/syntax errors.

Demonstrates some
awareness of writing
context, audience, and
purpose.

Content is mostly clear,
logical, and well organized
with adequate sentence
and paragraph structure.

Tone is adequately
professional, scholarly,
and/or free of bias.

Style is mostly appropriate
for a professional
setting/workplace context.

Contains few spelling,
punctuation, and/or
grammar/syntax errors.

Demonstrates minimal
awareness of writing
context, audience, and
purpose.

Content lacks clarity, logic,
and/or discernible
organization and does not
use proper sentence and
paragraph structure.

Tone is not
professional/scholarly
and/or contains bias.

Style is inconsistent with
a professional
setting/workplace context.

Content contains
significant spelling,
punctuation, and/or
grammar/syntax errors.

Originality, Source Credibility,
and Attribution of Ideas

Writing fully reflects
original thought and
paraphrasing and adheres
to reference requirements,

Writing adequately reflects
original thought and
paraphrasing and adheres
to reference requirements,

Writing does not reflect
original thought and
paraphrasing and does not
adhere to reference

© 2025 Walden University, LLC. 7

Professional Writing
Masters Expectations Achieves Expectations Does not Meet

Expectations

including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.

including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.

requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.

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**## XA3001_Rubric.pdf**

© 2025 Walden University, LLC. 1

XA3001: A Vision for Social Change in Professional Practice & Advancing Nurses’ Health and Wellness: Analyze
strategies that promote the nurse’s role as an agent of change in implementing social change for professional practice
and community decision-making.

Assessment Rubric

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

Part 1. Social Change Infographic

Module 1: A Vision of Social Change in Professional Practice

Construct an informational type of
infographic in which you do the
following:

• Identify your selected social
change topic, and describe
issues connected to the
selected social change
topic.

Learning Objective 1.1: Analyze social
change topics

Learning Objective 1.2: Construct
infographics related to social change
topics

The infographic

comprehensively and

clearly identifies the topic

and issues related to the

topic.

The infographic includes

relevant, specific, and

appropriate examples

that fully support the

identification.

The infographic
identifies the social
change topic and issues
related to the topic.

The infographic includes
relevant, specific, and
appropriate examples
that support the
identification.

The response

inaccurately and vaguely

identifies a topic and

issues related to the

topic, or it is missing.

The infographic includes

inaccurate and vague

examples that do not

support the identification,

or it is missing.

• Explain how individuals and

organizations might already

be working on addressing

The infographic
comprehensively and
clearly explains how
individuals and
organizations are
addressing the issues.

The infographic explains
how individuals and
organizations are
addressing the issues.

The infographic
inaccurately and vaguely
explains how individuals
and organizations are
addressing the issues, or
the infographic is

© 2025 Walden University, LLC. 2

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

issues related to your social

change topic.

Learning Objective 1.2: Construct

infographics related to social change

topics

Learning Objective 1.3: Analyze the

role of the nurse as change agent in

effecting positive social change

The infographic includes
relevant, specific, and
appropriate examples
that fully support the
explanation.

The infographic includes
relevant, specific, and
appropriate examples
that support the
explanation.

incomplete.

The infographic includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.

• Explain the role of the nurse as

a change agent impacting the

social change topic.

Learning Objective 1.2: Construct

infographics related to social change

topics

Learning Objective 1.3: Analyze the

role of the nurse as change agent in

effecting positive social change

The infographic
comprehensively and
clearly explains the role
of the nurse as a change
agent impacting the
selected social change
topic.

The infographic includes
relevant, specific, and
appropriate examples
that fully support the
explanation.

The infographic explains
the role of the nurse as
a change agent
impacting the selected
social change topic.

The infographic includes
relevant, specific, and
appropriate examples
that support the
explanation.

The infographic
inaccurately and vaguely
explains the role of the
nurse as a change agent
for the selected social
change topic, or it is
missing.

The infographic includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.

• Discuss how identity and bias The infographic The infographic The infographic

© 2025 Walden University, LLC. 3

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

influence decision making, as

related to the selected topic.

Learning Objective 1.2: Construct

infographics related to social change

topics

Learning Objective 1.3: Analyze the

role of the nurse as change agent in

effecting positive social change

comprehensively and
clearly discusses identity
and bias related to the
selected topic.

The infographic includes
relevant, specific, and
appropriate examples
that fully support the
discussion.

discusses identity and
bias related to the
selected topic.

The infographic includes
relevant, specific, and
appropriate examples
that support the
discussion.

inaccurately and vaguely
discusses identity and
bias related to the
selected topic, or the
discussion is incomplete
or missing.

The infographic includes
inaccurate and vague
examples that do not
support the discussion,
or it is missing.

Part 2. Health and Wellness Plan Template

Module 2: Advancing Nurses’ Health and Wellness

Using the provided template,
address the following:

• Reflect on the time management
chart focusing on support,
personal responsibility, and
success.

Learning Objective 2.1: Analyze
healthy, self-care behaviors that
promote wellness and resiliency in
ensuring quality healthcare delivery

Learning Objective 2.3: Analyze an
environment which promotes self-
care, personal health, and well-being

The response
comprehensively and
clearly reflects on the
completed time
management chart,
offering plans for
support, success, and
personal responsibility.

The response includes
relevant, specific, and
appropriate examples
that fully support the
reflection.

The response accurately
reflects on the
completed time
management chart.

The response includes
relevant, specific, and
appropriate examples
that support the
reflection.

The response
inaccurately and vaguely
reflects on the completed
time management chart,
or it is missing.

The response includes
inaccurate and vague
examples that do not
support the reflection, or
it is missing.

© 2025 Walden University, LLC. 4

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

• Develop a SMART goal for
nutrition.

Learning Objective 2.2: Develop a
SMART goal related to nutrition

An accurate, relevant,
and clearly defined
SMART goal related to
nutrition is developed.

An accurate SMART
goal related to nutrition
is developed.

The developed goal is
not a SMART goal, is not
aligned to nutrition, or it
is missing.

• Develop a SMART goal for
physical activity.

Learning Objective 2.2: Develop a
SMART goal related to physical
activity

An accurate, relevant,
and clearly defined
SMART goal related to
physical activity is
developed.

A SMART goal related
to physical activity is
developed.

The developed goal is
not a SMART goal, is not
aligned to physical
activity, or it is missing.

• Develop a SMART goal for
stress management.

Learning Objective 2.2: Develop a
SMART goal related to stress
management

An accurate, relevant,
and clearly defined
SMART goal related to
stress management is
developed.

A SMART goal related
to stress management is
developed.

The developed goal is
not a SMART goal, is not
aligned to stress
management, or it is
missing.

© 2025 Walden University, LLC. 5

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

• Develop a SMART goal for
restorative sleep.

Learning Objective 2.2: Develop a
SMART goal related to restorative
sleep

An accurate, relevant,
and clearly defined
SMART goal related
restorative sleep is
developed.

A SMART goal related
to restorative sleep is
developed.

The developed goal is
not a SMART goal, is not
aligned to restorative
sleep, or it is missing.

• Develop a SMART goal for social
connections.

Learning Objective 2.2: Develop a
SMART goal related to social
connections

An accurate, relevant,
and clearly defined
SMART goal related to
social connections is
developed.

A SMART goal related
to social connections is
developed.

The developed goal is
not a SMART goal, is not
aligned to social
connection, or it is
missing.

• Develop a SMART goal for
avoidance of risky substances.

Learning Objective 2.2: Develop a
SMART goal related to avoidance
or risky substances

An accurate, relevant,
and clearly defined
SMART goal related to
avoidance of risky
substances is
developed.

A SMART goal related
to avoidance of risky
substances is
developed.

The developed goal is
not a SMART goal, is
not aligned to avoidance
of risky substances, or it
is missing.

© 2025 Walden University, LLC. 6

Professional Writing Skills Assessment

Professional Writing
Masters Expectations Achieves Expectations Does not Meet

Expectations

Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow

Demonstrates full
awareness of writing
context, audience, and
purpose.

Content is consistently
clear, logical, and well
organized with
appropriate sentence and
paragraph structure.

Tone is highly
professional, scholarly, and
free of bias.

Style is consistently
appropriate for a
professional
setting/workplace context.

Free of spelling,
punctuation, and
grammar/syntax errors.

Demonstrates some
awareness of writing
context, audience, and
purpose.

Content is mostly clear,
logical, and well organized
with adequate sentence
and paragraph structure.

Tone is adequately
professional, scholarly,
and/or free of bias.

Style is mostly appropriate
for a professional
setting/workplace context.

Contains few spelling,
punctuation, and/or
grammar/syntax errors.

Demonstrates minimal
awareness of writing
context, audience, and
purpose.

Content lacks clarity, logic,
and/or discernible
organization and does not
use proper sentence and
paragraph structure.

Tone is not
professional/scholarly
and/or contains bias.

Style is inconsistent with
a professional
setting/workplace context.

Content contains
significant spelling,
punctuation, and/or
grammar/syntax errors.

Originality, Source Credibility,
and Attribution of Ideas

Writing fully reflects
original thought and
paraphrasing and adheres
to reference requirements,

Writing adequately reflects
original thought and
paraphrasing and adheres
to reference requirements,

Writing does not reflect
original thought and
paraphrasing and does not
adhere to reference

© 2025 Walden University, LLC. 7

Professional Writing
Masters Expectations Achieves Expectations Does not Meet

Expectations

including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.

including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.

requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.

**## AssessmentInstructions-XA3001_AVisionforSocialChangeinProfessionalPracticeAdvancingNursesHealthandWellness.html**

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### Oh, There You Are!

**## XA3001_Rubric.pdf**

© 2025 Walden University, LLC. 1

XA3001: A Vision for Social Change in Professional Practice & Advancing Nurses’ Health and Wellness: Analyze
strategies that promote the nurse’s role as an agent of change in implementing social change for professional practice
and community decision-making.

Assessment Rubric

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

Part 1. Social Change Infographic

Module 1: A Vision of Social Change in Professional Practice

Construct an informational type of
infographic in which you do the
following:

• Identify your selected social
change topic, and describe
issues connected to the
selected social change
topic.

Learning Objective 1.1: Analyze social
change topics

Learning Objective 1.2: Construct
infographics related to social change
topics

The infographic

comprehensively and

clearly identifies the topic

and issues related to the

topic.

The infographic includes

relevant, specific, and

appropriate examples

that fully support the

identification.

The infographic
identifies the social
change topic and issues
related to the topic.

The infographic includes
relevant, specific, and
appropriate examples
that support the
identification.

The response

inaccurately and vaguely

identifies a topic and

issues related to the

topic, or it is missing.

The infographic includes

inaccurate and vague

examples that do not

support the identification,

or it is missing.

• Explain how individuals and

organizations might already

be working on addressing

The infographic
comprehensively and
clearly explains how
individuals and
organizations are
addressing the issues.

The infographic explains
how individuals and
organizations are
addressing the issues.

The infographic
inaccurately and vaguely
explains how individuals
and organizations are
addressing the issues, or
the infographic is

© 2025 Walden University, LLC. 2

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

issues related to your social

change topic.

Learning Objective 1.2: Construct

infographics related to social change

topics

Learning Objective 1.3: Analyze the

role of the nurse as change agent in

effecting positive social change

The infographic includes
relevant, specific, and
appropriate examples
that fully support the
explanation.

The infographic includes
relevant, specific, and
appropriate examples
that support the
explanation.

incomplete.

The infographic includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.

• Explain the role of the nurse as

a change agent impacting the

social change topic.

Learning Objective 1.2: Construct

infographics related to social change

topics

Learning Objective 1.3: Analyze the

role of the nurse as change agent in

effecting positive social change

The infographic
comprehensively and
clearly explains the role
of the nurse as a change
agent impacting the
selected social change
topic.

The infographic includes
relevant, specific, and
appropriate examples
that fully support the
explanation.

The infographic explains
the role of the nurse as
a change agent
impacting the selected
social change topic.

The infographic includes
relevant, specific, and
appropriate examples
that support the
explanation.

The infographic
inaccurately and vaguely
explains the role of the
nurse as a change agent
for the selected social
change topic, or it is
missing.

The infographic includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.

• Discuss how identity and bias The infographic The infographic The infographic

© 2025 Walden University, LLC. 3

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

influence decision making, as

related to the selected topic.

Learning Objective 1.2: Construct

infographics related to social change

topics

Learning Objective 1.3: Analyze the

role of the nurse as change agent in

effecting positive social change

comprehensively and
clearly discusses identity
and bias related to the
selected topic.

The infographic includes
relevant, specific, and
appropriate examples
that fully support the
discussion.

discusses identity and
bias related to the
selected topic.

The infographic includes
relevant, specific, and
appropriate examples
that support the
discussion.

inaccurately and vaguely
discusses identity and
bias related to the
selected topic, or the
discussion is incomplete
or missing.

The infographic includes
inaccurate and vague
examples that do not
support the discussion,
or it is missing.

Part 2. Health and Wellness Plan Template

Module 2: Advancing Nurses’ Health and Wellness

Using the provided template,
address the following:

• Reflect on the time management
chart focusing on support,
personal responsibility, and
success.

Learning Objective 2.1: Analyze
healthy, self-care behaviors that
promote wellness and resiliency in
ensuring quality healthcare delivery

Learning Objective 2.3: Analyze an
environment which promotes self-
care, personal health, and well-being

The response
comprehensively and
clearly reflects on the
completed time
management chart,
offering plans for
support, success, and
personal responsibility.

The response includes
relevant, specific, and
appropriate examples
that fully support the
reflection.

The response accurately
reflects on the
completed time
management chart.

The response includes
relevant, specific, and
appropriate examples
that support the
reflection.

The response
inaccurately and vaguely
reflects on the completed
time management chart,
or it is missing.

The response includes
inaccurate and vague
examples that do not
support the reflection, or
it is missing.

© 2025 Walden University, LLC. 4

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

• Develop a SMART goal for
nutrition.

Learning Objective 2.2: Develop a
SMART goal related to nutrition

An accurate, relevant,
and clearly defined
SMART goal related to
nutrition is developed.

An accurate SMART
goal related to nutrition
is developed.

The developed goal is
not a SMART goal, is not
aligned to nutrition, or it
is missing.

• Develop a SMART goal for
physical activity.

Learning Objective 2.2: Develop a
SMART goal related to physical
activity

An accurate, relevant,
and clearly defined
SMART goal related to
physical activity is
developed.

A SMART goal related
to physical activity is
developed.

The developed goal is
not a SMART goal, is not
aligned to physical
activity, or it is missing.

• Develop a SMART goal for
stress management.

Learning Objective 2.2: Develop a
SMART goal related to stress
management

An accurate, relevant,
and clearly defined
SMART goal related to
stress management is
developed.

A SMART goal related
to stress management is
developed.

The developed goal is
not a SMART goal, is not
aligned to stress
management, or it is
missing.

© 2025 Walden University, LLC. 5

Rubric Criteria
Exceeds Expectations Meets Expectations Does Not Meet

Expectations

• Develop a SMART goal for
restorative sleep.

Learning Objective 2.2: Develop a
SMART goal related to restorative
sleep

An accurate, relevant,
and clearly defined
SMART goal related
restorative sleep is
developed.

A SMART goal related
to restorative sleep is
developed.

The developed goal is
not a SMART goal, is not
aligned to restorative
sleep, or it is missing.

• Develop a SMART goal for social
connections.

Learning Objective 2.2: Develop a
SMART goal related to social
connections

An accurate, relevant,
and clearly defined
SMART goal related to
social connections is
developed.

A SMART goal related
to social connections is
developed.

The developed goal is
not a SMART goal, is not
aligned to social
connection, or it is
missing.

• Develop a SMART goal for
avoidance of risky substances.

Learning Objective 2.2: Develop a
SMART goal related to avoidance
or risky substances

An accurate, relevant,
and clearly defined
SMART goal related to
avoidance of risky
substances is
developed.

A SMART goal related
to avoidance of risky
substances is
developed.

The developed goal is
not a SMART goal, is
not aligned to avoidance
of risky substances, or it
is missing.

© 2025 Walden University, LLC. 6

Professional Writing Skills Assessment

Professional Writing
Masters Expectations Achieves Expectations Does not Meet

Expectations

Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow

Demonstrates full
awareness of writing
context, audience, and
purpose.

Content is consistently
clear, logical, and well
organized with
appropriate sentence and
paragraph structure.

Tone is highly
professional, scholarly, and
free of bias.

Style is consistently
appropriate for a
professional
setting/workplace context.

Free of spelling,
punctuation, and
grammar/syntax errors.

Demonstrates some
awareness of writing
context, audience, and
purpose.

Content is mostly clear,
logical, and well organized
with adequate sentence
and paragraph structure.

Tone is adequately
professional, scholarly,
and/or free of bias.

Style is mostly appropriate
for a professional
setting/workplace context.

Contains few spelling,
punctuation, and/or
grammar/syntax errors.

Demonstrates minimal
awareness of writing
context, audience, and
purpose.

Content lacks clarity, logic,
and/or discernible
organization and does not
use proper sentence and
paragraph structure.

Tone is not
professional/scholarly
and/or contains bias.

Style is inconsistent with
a professional
setting/workplace context.

Content contains
significant spelling,
punctuation, and/or
grammar/syntax errors.

Originality, Source Credibility,
and Attribution of Ideas

Writing fully reflects
original thought and
paraphrasing and adheres
to reference requirements,

Writing adequately reflects
original thought and
paraphrasing and adheres
to reference requirements,

Writing does not reflect
original thought and
paraphrasing and does not
adhere to reference

© 2025 Walden University, LLC. 7

Professional Writing
Masters Expectations Achieves Expectations Does not Meet

Expectations

including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.

including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.

requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.

November 6, 2026
[Solved] Transitional Nursing

✓ Verified Academic Solution Available

Executive Solution Overview

This assignment lays the foundation for defining your professional image and ensuring you are prepared for the responsibilities and opportunities that come with the DNP role. This assessment focuses on exploring and articulating your personal nursing philosophy as you transition into practice as a D…

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Assignment Prompt & Instructions

This assignment lays the foundation for defining your professional image and ensuring you are prepared for the responsibilities and opportunities that come with the DNP role. This assessment focuses on exploring and articulating your personal nursing philosophy as you transition into practice as a DNP-prepared nurse. Reflecting on your philosophy helps you define your professional identity and clarify how you will distinguish yourself in the healthcare field.

**Instructions:**

**Reflect on Your Transition:**

– Consider how your role as a DNP-prepared nurse differs from your previous roles and how you will use your education to stand out as a leader in the profession.
– Reflect on the values, principles, and experiences that have shaped your practice and how they will guide you as a DNP graduate.

**Articulate Your Philosophy:**

– Write a concise, one-page reflection on your personal nursing philosophy.

**Include the following elements:**

– A description of your guiding philosophy for advanced practice nursing.
– An explanation of how your philosophy has evolved since you entered the nursing profession.
– Insights into how this philosophy will influence your future practice as a DNP-prepared nurse.

**Focus on Individual Insights:**

– This is your personal philosophy, so no external references are required.

**Organize your thoughts clearly and ensure your reflection is professional and thoughtful.**

### Document Type/Template

– Word Document
– Note-previous role is as a Registered Nurse/advanced nurse practitioner

November 6, 2026