Clinical | Critical Thinking Map #1
Instructions
Critical Thinking Maps are visual representations of knowledge. They enable students to think their way through new information and process ideas. The use enables students to engage in the complex thinking required for providing quality nursing care and developing clinical judgment. During this practicum course, you will be completing at least 2 Critical Thinking Maps using the provided template.
Critical Thinking Maps must be typed using the template provided. It is possible you will need more space than allotted in certain areas so attach a Word document to the template as necessary. The Critical Thinking Map must be uploaded to Canvas by the due date. In some cases, your instructor may require you to submit an additional Critical Thinking Map to help facilitate learning.
Critical Thinking Map: Fundamentals Download Critical Thinking Map: Fundamentals
Reference for Rubric: Adapted from © Lasater, K. (2007). Clinical Judgment Development: Using simulation to develop an assessment rubric. Journal of Nursing Education, 46, 11, 496-503.
Submission and Assessment Guidelines
- Upload the completed Critical Thinking Map and any attachments here.
- Submit your assignment as a Microsoft Word document. For help on how to submit your assignment, see Submit an Assignment.
- Upload the completed document in one of the following formats: .DOCX, .PDF, .JPG, .GIF, or .PNG.
- This activity is scored as “Complete or Incomplete”. To earn a complete for this assignment, a score of “Meets Expectations” must be earned in 4 out of 5 criteria on the grading rubric.
- Opportunities to repeat this assignment in order to reach a score of “Meets Expectations” in at least 4 areas are allowed.
Rubric
Clinical | Critical Thinking Map #1
Clinical | Critical Thinking Map #1
CriteriaRatings
This criterion is linked to a Learning OutcomeRecognizing Deviations from Expected Patterns
ExceptionalRecognizes subtle patterns and deviations from expected patterns in data and uses these to guide the assessment.
Exceeds ExpectationsRecognizes most obvious patterns and deviations in data and uses these to continually assess.
Meets ExpectationsIdentifies obvious patterns and deviations, missing some important information in the assessment.
Development RequiredFocuses on one thing at a time and misses most patterns/deviations from expectations; misses opportunities to refine the assessment.
UnsatisfactoryDid not complete; misses most patterns/deviations from expectations; misses opportunities to refine the assessment.
This criterion is linked to a Learning OutcomeInformation Seeking
ExceptionalAssertively seeks information to plan intervention: carefully collects useful subjective data from observing the client and from interacting with the client and family.
Exceeds ExpectationsActively seeks subjective information about the client’s situation from the client and family to support planning interventions; occasionally does not pursue important leads.
Meets ExpectationsMakes limited efforts to seek additional information from the client/family; often seems not to know what information to seek and/or pursues unrelated information.
Development RequiredIneffective in seeking information; relies mostly on objective data; has difficulty interacting with the client and/or family; fails to collect important subjective data.
UnsatisfactoryDid not complete; Ineffective in seeking information; did not collect important subjective or objective data.
This criterion is linked to a Learning OutcomePrioritizing Data
ExceptionalFocuses on the most relevant and important data useful for explaining the client’s condition.
Exceeds ExpectationsGenerally, focuses on the most important data and seeks further relevant information, but also may try to attend to less pertinent data.
Meets ExpectationsMakes an effort to prioritize data and focus on the most important data, but also attends to less relevant/useful data.
Development RequiredDifficulty focusing on prioritized data and/or appears not to know which data are most important to the diagnosis; attempts to attend to all available data.
UnsatisfactoryDid not complete; unable to prioritize data and/or appears not to know which data are most important to the diagnosis.
This criterion is linked to a Learning OutcomeMaking Sense of Data
ExceptionalEven when facing complex, conflicting or confusing data, can (1) note and make sense of patterns in the client’s data, (2) compare these with known patterns, and (3) develop plans for interventions that can be justified in terms of their likelihood of success.
Exceeds ExpectationsIn most situations, interprets the client’s data patterns and compares with known patterns to develop an intervention plan and accompanying rationale; the exceptions are rare or complicated cases where it is appropriate to seek the guidance of a specialist or more experienced nurse.
Meets ExpectationsIn simple situations, is able to compare the client’s data patterns with those known and to develop/explain intervention plans; has difficulty, however, with even moderately difficult data/situations that are within the expectations for students, inappropriately requires advice or assistance.
Development RequiredEven in simple situations has difficulty interpreting data; has trouble distinguishing among competing explanations and appropriate interventions, requires assistance both in diagnosing the problem and in developing an intervention.
UnsatisfactoryDid not complete: unable to interpret data; unable to distinguish among competing explanations and appropriate interventions, requires assistance both in diagnosing the problem and in developing an intervention.
This criterion is linked to a Learning OutcomeWell-Planned Intervention/Flexibility
ExceptionalInterventions are tailored for the individual client; monitors client progress closely and can adjust treatment as indicated by the client response.
Exceeds ExpectationsDevelops interactions based on relevant patient data; monitors progress regularly but does not expect to have to change treatments or interventions.
Meets ExpectationsDevelops interventions based on the most obvious data; monitors progress, but is unable to make adjustments based on the patient response.
Development RequiredFocuses on developing a single intervention addressing a likely solution, but it may be vague, confusing, and/or incomplete; some monitoring may occur.
UnsatisfactoryDid not complete; intervention is vague, confusing, incorrect, and/or incomplete.
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