Nurses work in complex environments due to the rapid advances in research and technology, the high number of patients with multiple chronic illnesses, and the aging of America. These all require critical thinking skills for assessing and handling complex patient problems. However, many graduate nurses lack critical thinking skills and are unprepared for the realities of their jobs. One innovative instructional technique used at the project site is concept mapping; however the manner in which concept maps are graded is not consistent. The lack of consistency in grading student work results in student frustration, anxiety, and discouragement. Additionally, data collected for quality improvement efforts is of questionable quality. The purpose of this evidence-based project was to implement a grading rubric to enhance consistent grading of concept maps by first and second semester nursing faculty. Short-term goals included enhancing consistent grading of concept maps by first and second semester faculty and to engage faculty with evidence-based educational practices. Objectives for the short term period were to 1) utilize change strategies to implement use of the grading rubric, 2) have all first and second semester faculty utilize the rubric to grade three concept maps during the fall, 2011 semester, and 3) have a score of at least 7.5 out of 10 for questions one through seven on the faculty survey. Long-term goals were to enhance consistent grading of all student work, collect quality data for quality improvement purposes, and to decrease student anxiety, frustration, and discouragement. The long-term objective was to enhance faculty consistency in grading all student work. The plan was to implement the use of a grading rubric using Kingdon’s change theory, Rosswurm and Larrabee’s evidence-based practice model, and Wojner’s outcomes management model. Outcome measures included all participants will utilize the rubric to grade concept maps and faculty satisfaction with using the rubric will be equal to or greater than 7.5 out of 10 on the faculty survey. All participants completed the survey, but all questions were not answered. All characteristics of the grading rubric received a rating of 8 out of 10 or higher, except for clarity and ease of use. Overall the comments were positive and indicated acceptance of the grading rubric. Negative comments included the scoring was skewed, ease of use and reading the criteria was difficult.
