Cardiac Life Support for the practicing provider

I will be using a holistic type-grading rubric. �When using a holistic rubric the assessor judges thelevel of performance across all criteria together, instead of separately as isdone with an analytic rubric.� (Depaul.edu)  I would rather focus on what the student hasdone right instead of what they have done wrong. This is a course that requiresa great deal of memorization and algorithms of things the learner already has abase of knowledge about and I want to continue their growth with a positiverubric. 

 Rubric:

Exemplary: Master of the task, knows 100%of the information

Very good: Demonstrates strong knowledgeof the information between 95-99%Acceptable: Has a basic understanding ofthe information. Knowledge has room for improvement between 80-95% of theinformation.

Weak: Significant room for improvement,less than satisfactory, requires prompting at most levels. Knows approximately70-80% of the information

Beginner: unsatisfactory in allareas, unable to provide correct answer with prompting. Less than 70% ofinformation

Each section would be worth 20% and wouldbe totaled at the end for the final letter grade.

Quiz:

#1 In the ACLS algorithm please list all of  the "T"'s when related to cardiac arrest reasons 

#2 In the ACLS algorithm please list all of  the "H"'s when related to cardiac arrest reasons 

#3 Which arrhythmia is commonly referred to as regularly irregular 

#4 Which medication is the always the first medication given in a cardiac arrest and what type of classification is this drug

#5 Describe in your own words the difference between stable and unstable 

#6 Why are effective compressions important during CPR

#7 Should compression be stopped during CPR for placement of on advanced airway and why or why not

#8 Which medication is often referred to as the universal anti-arhythmic 

#9 Explain the difference between synchronized cardioversion and defibrillation 

#10 How do you know when an external pacemaker has true capture

http://resources.depaul.edu/teaching-commons/teaching-guides/feedback-grading/rubrics/Pages/creating-rubrics.aspx