DCE Focused Exam Rubric

CRITERION	PROFICIENT (5 points)	DEVELOPING (4 points)	BEGINNING (3 points)
Subjective Data Collection	Identifies multiple strengths in subjective data collection. Acknowledges where improvements could be made. Gives appropriate examples of correct subjective data collection and areas needing development in the collection of subjective data. Gives clear reflection of what was done well and what areas should be improved. Shows excellent insight into the performance of subjective data collection.	Has strengths and areas needing development identified. Gives appropriate examples of correct subjective data collection and areas needing development in the collection of subjective data. Reflection is appropriate although insight may be superficial or shallow.	Has strengths and areas needing development identified but may not be entirely correct with what is labeled as a strength. Gives examples of correct subjective data collection and areas needing development in the collection of subjective data although these may not be accurate. Begins the reflection into subjective data collection but does not give a complete picture or presents a skewed picture of what the issues in data collection were.
Objective Data Collection	Identifies multiple strengths in objective data collection. Acknowledges where improvements could be made. Gives appropriate examples of correct objective data collection and areas needing development in the collection of objective data. Gives clear reflection of what was done well and what areas should be improved. Shows excellent insight into the performance of objective data collection.	Has strengths and areas needing development identified. Gives appropriate examples of correct objective data collection and areas needing development in the collection of objective data. Reflection is appropriate although insight may be superficial or shallow.	Has strengths and areas needing development identified but may not be entirely correct with what is labeled as a strength. Gives examples of correct objective data collection and areas needing development in the collection of objective data although these may not be accurate. Begins the reflection into objective data collection but does not give a complete picture or presents a skewed picture of what the issues in data collection were.
Utilization of Assessment Techniques	Provides accurate reflection of the utilization of correct assessment techniques and of incorrect use of techniques. Acknowledges where improvements could be made. Provides examples of correct and incorrect usage and identifies plans for what should be improved.	Reflects the accurate use of techniques and the incorrect use of techniques but insight into improvement could be expanded to include further suggestions.	Identifies correct and incorrect usage of the techniques of assessment with little insight into the need for improvement beyond a general statement that indicates a need for further practice.
SBAR/Interdisciplinary Communication	Indicates the appropriate method of SBAR hand-off and all interdisciplinary communication. Analyzes instances in which the communication might not have been appropriate or where improvements could be instituted.	Indicates appropriate use of SBAR and interdisciplinary communication. Indicates areas for improvement without extensive analysis of such.	Reflects on SBAR and interdisciplinary communication but may not be entirely accurate in identifying correct usage or areas in which improvement is needed.
Synthesis of Information – including recognition of special populations and cultural/ethnic issues	Identifies the connections between pieces of information that enabled the accuracy of further assessments. Extensive analysis of where the synthesis of information was faulty or where information failed to be connected. Able to give a clear picture of the overall processing of information that led to a complete or incomplete assessment of the patient, including recognition of special populations and culture/ethnic issues.	Indicates the connections between pieces of information. The connections may not be addressed completely. Analysis done of the synthesis of information. Needs some assistance in seeing faulty connections and/or where information was not acted upon to provide a complete assessment and/or reflection lacks insight into special populations and cultural/ethnic issues.	Reflects on information but doesn’t always show understanding of the connections between information. Able to provide minimal evidence of synthesis of information and recognition of special populations and cultural/ethnic issues.
Organization/Systematic Approach	Provides an in-depth analysis of the organization and systematic approach that was utilized during the assessment. Identifies where improvements could be implemented in the process.	Reflects on the positive and negative aspects of organization during the assessment. Analysis is appropriate but brief.	Identifies the organization and systematic approach that was utilized but does not recognize where improvements might need to occur or provides inappropriate reflections on areas needing improvement.
Documentation	Identifies strengths and gaps in documentation. Makes appropriate distinctions between the documentation that is clear and complete and the documentation that needs improvement Analysis is appropriate and extensive.	Identifies strengths and gaps in documentation. Could be more thorough in analysis. Gives superficial overview of documentation that needs improvement.	Reflects on strengths and gaps in documentation but may not be accurate in discriminating between a strength and a gap. Has minimal analysis.
Patient Safety	Gives extensive analysis of the areas in which patient safety/risk issues were identified during the assessment. Shows insight in the reflection about safety/risk issues that might not have been addressed during the assessment.	Identifies majority of areas of patient safety/risk that were identified during the assessment. Gives a brief overview of items that might not have been addressed.	Identifies some areas of patient safety/risk that were identified during the assessment. Does not identify any areas where patient safety/risk were not identified.
Patient Education	Provides extensive evidence of patient education that was provided during the assessment and analyzes where other instances should have been provided.	Provides evidence of patient education that was provided during the assessment and identifies some areas needing patient education.	Provides evidence of patient education although this might not be extensive and does not identify additional areas for patient education.
DCE Score	DCE score 90-100% of national norm on this assessment.	DCE score 80-89% of national norm on this assessment.	DCE score 70-79% of national norm on this assessment.

7-26-18 PW