AssessXH03
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XH3003: Health History Across the Lifespan: Analyze effective communication techniques to reflect variation across the lifespan.
Assessment Rubric
Rubric Criteria Does Not Meet Expectations
Meets Expectations Exceeds Expectations
Module 1: Emotional Intelligence and Patient Communication
Health History Challenges: Communication
Using the Health History Challenges template document, address the following: Scenario 1: Young Child
• Analyze Scenario 1 for the specific challenges presented in gathering a patient health history of a young child.
Learning Objective 1.1: Analyze challenges in gathering a health history of a young child
Response does not adequately analyze Scenario 1 for specific challenges presented in gathering a patient health history of a young child.
Response adequately analyzes Scenario 1 for specific challenges presented in gathering a patient health history of a young child.
Response accurately and thoroughly analyzes Scenario 1 for specific challenges presented in gathering a patient health history of a young child.
• What communication skills does a nurse need in this situation with a parent and young child? Include specific examples based on emotional intelligence.
Response does not adequately analyze communication skills needed by nurses in situations like the scenario with a parent and young child, including specific
Response adequately analyzes communication skills needed by nurses in situations like the scenario with a parent and young child, including specific
Response accurately and thoroughly analyzes communication skills needed by nurses in situations like the scenario with a parent and young child, including
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Rubric Criteria Does Not Meet Expectations
Meets Expectations Exceeds Expectations
Learning Objective 1.2: Analyze communication skills based on emotional intelligence for interacting with a parent and young child
examples based on emotional intelligence.
examples based on emotional intelligence.
specific examples based on emotional intelligence.
• Explain your specific goals with this parent and child in terms of obtaining a health history.
Learning Objective 1.3: Explain goals for obtaining a young child’s health history from a parent
Response does not adequately explain specific goals with the parent and child in terms of obtaining a health history.
Response adequately explains specific goals with the parent and child in terms of obtaining a health history.
Response accurately and thoroughly explains specific goals with the parent and child in terms of obtaining a health history.
Scenario 2: Adolescent
• Analyze Scenario 2 for the specific challenges presented in gathering a patient health history of an adolescent.
Learning Objective 1.4: Analyze challenges in gathering a health history of an adolescent
Response does not adequately analyze Scenario 2 for specific challenges presented in gathering a patient health history of an adolescent.
Response adequately analyzes Scenario 2 for specific challenges presented in gathering a patient health history of an adolescent.
Response accurately and thoroughly analyzes Scenario 2 for specific challenges presented in gathering a patient health history of an adolescent.
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Rubric Criteria Does Not Meet Expectations
Meets Expectations Exceeds Expectations
• What communication skills does a nurse need in this situation with an adolescent? Include specific examples based on emotional intelligence.
Learning Objective 1.5: Analyze communication skills based on emotional intelligence for interacting with an adolescent
Response does not adequately analyze communication skills needed by nurses in situations like the scenario with an adolescent, including specific examples based on emotional intelligence.
Response adequately analyzes communication skills needed by nurses in situations like the scenario with an adolescent, including specific examples based on emotional intelligence.
Response accurately and thoroughly analyzes communication skills needed by nurses in situations like the scenario with an adolescent, including specific examples based on emotional intelligence.
• Explain your specific goals with this adolescent in terms of obtaining a health history.
Learning Objective 1.6: Explain goals for obtaining a health history from an adolescent
Response does not adequately explain specific goals with the adolescent in terms of obtaining a health history.
Response adequately explains specific goals with the adolescent in terms of obtaining a health history.
Response accurately and thoroughly explains specific goals with the adolescent in terms of obtaining a health history.
Scenario 3: Older Adult
• Analyze Scenario 3 for the specific challenges presented in gathering a patient health history of an older adult.
Response does not adequately analyze Scenario 3 for specific challenges presented in gathering a patient health history of an older adult.
Response adequately analyzes Scenario 3 for specific challenges presented in gathering a patient health history of an older adult.
Response accurately and thoroughly analyzes Scenario 3 for specific challenges presented in gathering a patient health history of an older adult.
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Rubric Criteria Does Not Meet Expectations
Meets Expectations Exceeds Expectations
Learning Objective 1.7: Analyze challenges in gathering a health history of an older adult
• What communication skills does a nurse need in this situation with an older adult? Include specific examples based on emotional intelligence.
Learning Objective 1.8: Analyze communication skills based on emotional intelligence for interacting with an older adult
Response does not adequately analyze communication skills needed by nurses in situations like the scenario with an older adult, including specific examples based on emotional intelligence.
Response adequately analyzes communication skills needed by nurses in situations like the scenario with an older adult, including specific examples based on emotional intelligence.
Response accurately and thoroughly analyzes communication skills needed by nurses in situations like the scenario with an older adult, including specific examples based on emotional intelligence.
• Explain your specific goals with this older adult in terms of obtaining a health history.
Learning Objective 1.9: Explain goals for obtaining a health history from an older adult
Response does not adequately explain specific goals with this older adult in terms of obtaining a health history.
Response adequately explains specific goals with this older adult in terms of obtaining a health history.
Response accurately and thoroughly explains specific goals with this older adult in terms of obtaining a health history.
Module 2: Health History Across the Lifespan
Health History Challenges: Priority Information
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Rubric Criteria Does Not Meet Expectations
Meets Expectations Exceeds Expectations
Using the Health History Challenges template document, address the following: Scenario 1: Young Child
• What information would be a priority to obtain for a health history of this child, and why?
Learning Objective 2.1: Prioritize health history information for a young child
Response does not adequately explain the health history information that would be a priority to obtain for this child.
Response adequately explains the health history information that would be a priority to obtain for this child.
Response accurately and thoroughly explains the health history information that would be a priority to obtain for this child.
• Thinking about the situation in the examining room at the end of Scenario 1, what would be your next steps to get the information you need to make a health assessment of this child? Explain your reasoning.
Learning Objective 2.2: Analyze a patient situation with a parent and young child for necessary information to make a health assessment of the child
Response does not adequately explain next steps for getting the information needed to make a health assessment of the child based on the situation in the examining room at the end of Scenario 1.
Response adequately explains next steps for getting the information needed to make a health assessment of the child based on the situation in the examining room at the end of Scenario 1.
Response accurately and thoroughly explains next steps for getting the information needed to make a health assessment of the child based on the situation in the examining room at the end of Scenario 1.
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Rubric Criteria Does Not Meet Expectations
Meets Expectations Exceeds Expectations
Scenario 2: Adolescent
• What information would be a priority to obtain for a health history of this adolescent, and why?
Learning Objective 2.3: Prioritize health history information for an adolescent
Response does not adequately explain the health history information that would be a priority to obtain for this adolescent
Response adequately explains the health history information that would be a priority to obtain for this adolescent.
Response accurately and thoroughly explains the health history information that would be a priority to obtain for this adolescent.
• Thinking about the situation in the examining room at the end of Scenario 2, what would be your next steps to get the information you need to make a health assessment of this adolescent? Explain your reasoning.
Learning Objective 2.4: Analyze a patient situation with an adolescent for necessary information to make a health assessment
Response does not adequately explain next steps for getting the information needed to make a health assessment of the adolescent based on the situation in the examining room at the end of Scenario 2.
Response adequately explains next steps for getting the information needed to make a health assessment of the adolescent based on the situation in the examining room at the end of Scenario 2.
Response accurately and thoroughly explains next steps for getting the information needed to make a health assessment of the adolescent based on the situation in the examining room at the end of Scenario 2.
Scenario 3: Older Adult
• What information would be a priority to obtain for
Response does not adequately explain the health history information
Response adequately explains the health history information that would be a
Response accurately and thoroughly explains the health history information
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Rubric Criteria Does Not Meet Expectations
Meets Expectations Exceeds Expectations
a health history of this older adult, and why?
Learning Objective 2.5: Prioritize health history information for an older adult
that would be a priority to obtain for this older adult.
priority to obtain for this older adult.
that would be a priority to obtain for this older adult.
• What information would be a priority to obtain from the adult stepson if he joined the appointment, and why?
Learning Objective 2.6: Prioritize information to obtain from a family member of an older adult
Response does not adequately explain the information that would be a priority to obtain from the adult stepson if he joined the appointment.
Response adequately explains the information that would be a priority to obtain from the adult stepson if he joined the appointment.
Response accurately and thoroughly explains the information that would be a priority to obtain from the adult stepson if he joined the appointment.
• Thinking about the situation in the examining room at the end of Scenario 3, what would be your next steps to get the information you need to make a health assessment of this older adult? Explain your reasoning.
Learning Objective 2.7: Analyze a patient situation with an older adult for necessary
Response does not adequately explain next steps for getting the information needed to make a health assessment of this older adult based on the situation in the examining room at the end of Scenario 3.
Response adequately explains next steps for getting the information needed to make a health assessment of this older adult based on the situation in the examining room at the end of Scenario 3.
Response accurately and thoroughly explains next steps for getting the information needed to make a health assessment of this older adult based on the situation in the examining room at the end of Scenario 3.
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Professional Skills Assessment
Professional Writing
Professional Writing: Clarity, Flow, and Organization
Content contains significant spelling, punctuation, and/or grammar/syntax errors. Writing does not demonstrate adequate sentence and paragraph structure and requires additional editing/proofreading. Key sections of presented content lack clarity, logical flow, and/or organization.
Content contains few spelling, punctuation, and/or grammar/syntax errors. Writing demonstrates adequate sentence and paragraph structure and may require some editing. Content presented is satisfactorily clear, logical, and/or organized, but could benefit from additional editing/revision.
Content is free from spelling, punctuation, and grammar/syntax errors. Writing demonstrates appropriate sentence and paragraph structure. Content presented is clear, logical, and well- organized.
Professional Writing: Context, Audience, Purpose, and Tone
Content minimally or does not demonstrate awareness of context, audience, and/or purpose. Writing is not reflective of professional/scholarly tone and/or is not free of bias. Style is inconsistent with the professional setting/workplace context
Content demonstrates satisfactory awareness of context, audience, and purpose. Tone is adequately professional, scholarly, and/or free from bias, and style is mostly consistent with the professional setting/workplace context.
Content clearly demonstrates awareness of context, audience, and purpose. Tone is highly professional, scholarly, and free from bias, and style is appropriate for the professional setting/workplace context.
Rubric Criteria Does Not Meet Expectations
Meets Expectations Exceeds Expectations
information to make a health assessment
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and reflects the need for additional editing.
Professional Writing: Originality, Source Credibility, and Attribution of Ideas
Content does not adequately reflect original writing and/or paraphrasing. Writing demonstrates inconsistent adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and reference. There are numerous and/or significant errors.
Content adequately reflects original writing and paraphrasing. Writing demonstrates adequate adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references. There are one or two minor errors.
Content reflects original thought and writing and proper paraphrasing. Writing demonstrates full adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references.