Individual Performance Profile

RN Pediatric Nursing 2023

Individual Name: HALEY MARTIN Adjusted Individual Total Score: 73.8%

Student Number: 5134965 ATI Proficiency Level: Level 2
Institution: Ivy Tech Madison ASN National Mean: 64.8%
Program Type: ADN Program Mean: 63.7%
Test Date: 12/3/2024 National Percentile Rank: 78
Program Percentile Rank: 83

Individual Performance in the Major Content Areas

# Individual Mean Percentile Rank Individual Score (% Correct)
Sub-Scale Points Score National Program National Program
Type Type
Management of Care 3 66.7% N/A N/A N/A N/A

Safety and Infection 8 62.5% 67.5% 66.4% 41 43

Control
Health Promotion and 5 80.0% N/A N/A N/A N/A
Maintenance
Psychosocial Integrity 4 50.0% N/A N/A N/A N/A

Basic Care and Comfort 4 100.0% N/A N/A N/A N/A

Pharmacological and 5 80.0% 68.0% 66.9% 59 61

Parenteral Therapies
Reduction of Risk 10 80.0% 63.5% 62.4% 82 84
Potential
Physiological Adaptation 16 60.0% 64.0% 62.9% 42 45

Clinical Judgment 33 81.8% N/A N/A N/A N/A

NOTE: N/A indicates where means and percentile ranks are not presented for sub-scales with fewer than five items.

Topics To Review

Management of Care (1 item)

Collaboration with Multidisciplinary Team (1 item)
Diabetes Mellitus: Recommendation for an Adolescent Who Has a New Diagnosis of Type 1 Diabetes Mellitus (Active
Learning Template - System Disorder)
Safety and Infection Control (3 items)
Accident/Error/Injury Prevention (1 item)
Health Promotion of Infants (2 Days to 1 Year): Teaching About Infant Safety (Active Learning Template - Basic Concept)
Standard Precautions/Transmission-Based Precautions/Surgical Asepsis (2 items)
Professional Practice: Caring for a Child Who Has Pertussis (Active Learning Template - Basic Concept)
Skin Infections and Infestations: Teaching About Home Care for the Family of a Child Who Has Scabies (Active Learning
Template - System Disorder)
Health Promotion and Maintenance (1 item)
Health Promotion/Disease Prevention (1 item)

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 Topics To Review

Immunizations: Recommendations for a 12-Month-Old Infant (Active Learning Template - Medication)

Psychosocial Integrity (2 items)

Grief and Loss (1 item)
Death and Dying: Age-Appropriate Response to Death (Active Learning Template - Growth and Development)
Therapeutic Communication (1 item)
Therapeutic Communication: Responding to a Parent's Concerns About Crying (Active Learning Template - Basic
Concept)
Pharmacological and Parenteral Therapies (1 item)
Dosage Calculations (1 item)
Dosage Calculation: Calculating a Dose of Diphenhydramine IV (Active Learning Template - Basic Concept)

Reduction of Risk Potential (2 items)

System-Specific Assessments (2 items)
Diabetes Mellitus: Assessing Hyperglycemia (Active Learning Template - System Disorder)
Physical Assessment Findings: Evaluation of Cranial Nerve Function (Active Learning Template - Nursing Skill)

Physiological Adaptation (6 items)

Alterations in Body Systems (2 items)
Cystic Fibrosis: Evaluating Discharge Teaching (Active Learning Template - System Disorder)
Hematologic Disorders: Interventions for a Vaso-Occlusive Crisis (Active Learning Template - System Disorder)
Illness Management (2 items)
Acute Neurological Disorders: Caring for an Infant Who Has a Febrile Illness (Active Learning Template - System
Disorder)
Chronic Neuromusculoskeletal Disorders: Evaluating Understanding of Juvenile Idiopathic Arthritis (Active Learning
Template - System Disorder)
Pathophysiology (2 items)
Cardiovascular Disorders: Expected Findings for a Child Who Has Heart Failure (Active Learning Template - System
Disorder)
Cardiovascular Disorders: Postoperative Care for a Toddler Following Heart Surgery (Active Learning Template - System
Disorder)
Clinical Judgment (4 items)
Analyze Cues (1 item)
Cystic Fibrosis: Anticipated Prescribed Medications (Active Learning Template - Medication)
Generate Solutions (1 item)
Enuresis and Urinary Tract Infections: Planning Care for a Child Who Has a Urinary Tract Infection (Active Learning
Template - System Disorder)
Prioritize Hypotheses (1 item)
Gastrointestinal Diagnostic Procedures: Priority Nursing Actions for a Toddler Who Ingested a Foreign Object (Active
Learning Template - Diagnostic Procedure)
Take Actions (1 item)
Hematologic Disorder: Planning Care for an Adolescent Who is Experiencing a Vaso-Occlusive Crisis (Active Learning
Template - System Disorder)

Outcomes

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 No of Individual
Nursing Process Points Score Description

RN Assessment 14 71.4% The assessment step of the nursing process involves application of
nursing knowledge to the collection, organization, validation and
documentation of data about a client’s health status. The nurse
focuses on the client’s response to a specific health problem
including the client’s health beliefs and practices. The nurse thinks
critically to perform a comprehensive assessment of subjective and
objective information. Nurses must have excellent communication
and assessment skills in order to plan client care.
RN Analysis/Diagnosis 16 75.0% The analysis step of the nursing process involves the nurse’s ability
to analyze assessment data to identify health problems/risks and a
client’s needs for health intervention. The nurse identifies patterns
or trends, compares the data with expected standards or reference
ranges and draws conclusions to direct nursing care. The nurse
then frames nursing diagnoses in order to direct client care.
RN Planning 15 60.0% The planning step of the nursing process involves the nurse’s ability
to make decisions and problem solve. The nurse uses a client’s
assessment data and nursing diagnoses to develop measureable
client goals/outcomes and identify nursing interventions. The nurse
uses evidenced based practice to set client goals, establish
priorities of care, and identify nursing interventions to assist the
client to achieve his goals.
RN Implementation/Therapeutic 31 77.4% The implementation step of the nursing process involves the nurse’s
Nursing Intervention ability to apply nursing knowledge to implement interventions to
assist a client to promote, maintain, or restore his health. The nurse
uses problem-solving skills, clinical judgment, and critical thinking
when using interpersonal and technical skills to provide client care.
During this step the nurse will also delegate and supervise care and
document the care and the client’s response.
RN Evaluation 12 83.3% The evaluation step of the nursing process involves the nurse’s
ability to evaluate a client’s response to nursing interventions and to
reach a nursing judgment regarding the extent to which the client
has met the goals and outcomes. During this step the nurse will
also assess client/staff understanding of instruction, the
effectiveness of interventions, and identify the need for further
intervention or the need to alter the plan.

No of Individual
Priority Setting Points Score Description

6 83.3% Ability to demonstrate nursing judgment in making decisions about

priority responses to a client problem. Also includes establishing
priorities regarding the sequence of care to be provided to multiple
clients.

No of Individual
Thinking Skills Points Score Description

Foundational Thinking 8 75.0% The ability to comprehend information and concepts. Incorporates
Blooms Taxonomy categories of Remembering and Understanding.

Clinical Application 47 68.1% The ability to apply nursing knowledge to a clinical situation.
Incorporates Blooms Taxonomy category of Applying.
Clinical Judgment 33 81.8% The ability to analyze and interpret elements of a clinical situation to
make a decision and respond appropriately. Incorporates Blooms
Taxonomy categories of Analyzing and Evaluating.

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 No of Individual
NCLEX® Points Score Description

RN Management of Care 3 66.7% The nurse coordinates, supervises and/or collaborates with
members of the health care to provide an environment that is cost-
effective and safe for clients.
RN Safety and Infection Control 8 62.5% The nurse uses preventive safety measures to promote the health
and well-being of clients, significant others, and members of the
health care team.
RN Health Promotion and 5 80.0% The nurse directs nursing care to promote prevention and detection
Maintenance of illness and support optimal health.

RN Psychosocial Integrity 4 50.0% The nurse directs nursing care to promote and support the
emotional, mental and social well-being of clients and significant
others.
RN Basic Care and Comfort 4 100.0% The nurse provides nursing care to promote comfort and assist
client to perform activities of daily living.
RN Pharmacological and Parenteral 5 80.0% The nurse administers, monitors and evaluates pharmacological
Therapies and parenteral therapy.

RN Reduction of Risk Potential 10 80.0% The nurse directs nursing care to decrease clients’ risk of
developing complications from existing health disorders, treatments
or procedures.
RN Physiological Adaptation 16 56.3% The nurse manages and provides nursing care for clients with an
acute, chronic or life threatening illness.

No of Individual
QSEN Points Score Description

Safety 9 77.8% The minimization of risk factors that could cause injury or harm
while promoting quality care and maintaining a secure environment
for clients, self, and others.
Patient-Centered Care 26 69.2% The provision of caring and compassionate, culturally sensitive care
that is based on a patient’s physiological, psychological,
sociological, spiritual, and cultural needs, preferences, and values.
Evidence Based Practice 52 76.9% The use of current knowledge from research and other credible
sources to make clinical judgments and provide client-centered
care.

Teamwork and Collaboration 1 0.0% The delivery of client care in partnership with multidisciplinary
members of the health care team, to achieve continuity of care and
positive client outcomes.

No of Individual
NLN Competency Points Score Description

Human Flourishing 17 64.7% Human flourishing is reflected in patient care that demonstrates
respect for diversity, approaches patients in a holistic and patient-
centered manner, and uses advocacy to enhance their health and
well-being.
Nursing Judgment 58 77.6% Nursing judgment involves the use of critical thinking and decision
making skills when making clinical judgments that promote safe,
quality patient care.
Professional Identity 2 50.0% Professional identity reflects the professional development of the
nurse as a member and leader of the health care team who
promotes relationship-centered care, and whose practice reflects
integrity and caring while following ethical and legal guidelines.
Spirit of Inquiry 11 72.7% A spirit of inquiry is exhibited by nurses who provide evidence based
clinical nursing practice and use evidence to promote change and
excellence.

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 No of Individual
BSN Essentials Points Score Description

Liberal Education for Baccalaureate 23 69.6% The need for an education that exposes nurses to multiple fields of
Generalist Nursing Practice study providing the foundation for a global perspective of society as
well as high level thinking and acquisition of skills that can be
applied to complex patient and system-based problems.
Basic Organization and Systems 2 100.0% The need for nurses to be able to understand power relationships
Leadership for Quality Care and and use decision-making and leadership skills to promote safe
Patient Safety practice and quality improvement within health care systems.

Scholarship for Evidence-Based 51 78.4% The need for nurses to be able to understand the research process
Practice and base practice and clinical judgments upon fact-based evidence
to enhance patient outcomes.

Interprofessional Communication and 1 0.0% The need for nurses to be able to function as a member of the
Collaboration healthcare team while promoting an environment that supports
interprofessional communication and collaboration with the goal of
providing patient-centered care.
Clinical Prevention and Population 6 50.0% The need for nurses to be able to identify health related risk factors
Health and facilitate behaviors that support health promotion, and disease
and injury prevention, while providing population-focused care that
is based on principles of epidemiology and promotes social justice.
Baccalaureate Generalist Nursing 5 80.0% The need for nurses to be able to practice as a generalist using
Practice clinical reasoning to provide care to patients across the lifespan and
healthcare continuum and to individuals, families, groups,
communities, and populations.

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 No of Individual
Clinical Judgment Points Score Description

Analyze Cues 11 81.8% Link recognized cues to a client’s clinical presentation and
establishing probable client needs, concerns, or problems.
Compare client findings to evidence-based resources and standards
of care.
Analyze expected and unexpected findings in health data.
Anticipate illness/injury and wellness progression.
Identify client problems and related health alterations.
Analyze client needs.
Identify potential complications.
Identify how pathophysiology relates to clinical presentation.
Identify data that is of immediate concern.
Prioritize Hypotheses 2 50.0% Establish priorities of care based on the client’s health problems (i.e.
environmental factors, risk assessment, urgency, signs/ symptoms,
diagnostic test, lab values, etc.).
Organize client assessment information according to changes,
patterns and trends.
Use standards of care and empirical frameworks for priority setting.
Establish and prioritize client problems/needs based on the analysis
of information and factors.
Generate Solutions 5 80.0% Identify expected outcomes and related nursing interventions to
ensure clients’ needs are met.
Collaborate with members of the interprofessional healthcare team
to establish client outcomes and the plan of care.
Collaborate with client and care partners to establish client
outcomes and the plan of care.
Identify optimal client outcomes based on information and factors.
Identify evidence-based nursing actions to effectively address the
clinical situation of the client’s health problem.
Prioritize plan of care to achieve optimal client outcomes.
Prioritize nursing care when caring for multiple clients.
Re-prioritize nursing actions as the client’s condition changes.
Modify a plan of care to assure achievement of optimal client
outcomes when indicated.
Determine the potential impact of selected interventions.
Take Actions 10 80.0% Implement appropriate interventions based on nursing knowledge,
priorities of care, and planned outcomes to promote, maintain, or
restore a client’s health.
Promptly and accurately perform nursing actions based on
prioritized client problems.
Implement a plan of care in collaboration with members of the
interprofessional health care team.
Implement a plan of care in collaboration with the client and care
partners.
Accurately document client care data and information.
Incorporate client preferences and needs when performing nursing
actions.
Provide education to the client and/or care partner(s) regarding their
health condition and care management.
Participate in coordination of care with the client and healthcare
team.
Monitor the client’s response to interventions.
Evaluate Outcomes 5 100.0% Evaluate a client’s response to nursing interventions and reach a
nursing judgment regarding the extent to which outcomes have
been met.
Reassess client condition to determine achievement of expected
outcomes.
Evaluate efficacy of nursing actions determine if client outcomes
were met.
Modify client outcomes and/or nursing actions based on the client’s
response and clinical findings when indicated.
Update and revise the plan of care.

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 No of Individual
AACN Essentials Points Score Description

Knowledge for Nursing Practice 24 66.7% Integration, translation, and application of established and evolving
disciplinary nursing knowledge and ways of knowing, as well as
knowledge from other disciplines, including a foundation in liberal
arts and natural and social sciences. This distinguishes the practice
of professional nursing and forms the basis for clinical judgment and
innovation in nursing practice.
Person-Centered Care 48 79.2% Person-centered care focuses on the individual within multiple
complicated contexts, including family and/or important others.
Person-centered care is holistic, individualized, just, respectful,
compassionate, coordinated, evidence-based, and developmentally
appropriate. Person-centered care builds on a scientific body of
knowledge that guides nursing practice regardless of specialty or
functional area.
Population Health 4 50.0% Population health spans the healthcare delivery continuum from
public health prevention to disease management of populations and
describes collaborative activities with both traditional and non-
traditional partnerships from affected communities, public health,
industry, academia, health care, local government entities, and
others for the improvement of equitable population health outcomes.
Scholarship for the Nursing Discipline 10 70.0% The generation, synthesis, translation, application, and
dissemination of nursing knowledge to improve health and transform
health care.
Quality and Safety 2 100.0% Employment of established and emerging principles of safety and
improvement science. Quality and safety, as core values of nursing
practice, enhance quality and minimize risk of harm to patients and
providers through both system effectiveness and individual
performance.

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 Score Explanation and Interpretation
Individual Performance Profile
ATI PROFICIENCY LEVELS
Proficiency Level Proficiency Level Definition Score Range*
Below Level 1 Scores below the Proficiency Level 1 standard can be considered below 0.0% to 51.6%
minimum expectations and can be indicative of significant risk in this
content area. ATI strongly advises these students to develop and complete
an intensive plan for focused review and remediation, including the use of
ATI materials, textbooks, class notes, reference materials, and assistance
from nurse educators.
Level 1 Scores meeting the Proficiency Level 1 standard can be considered to meet 51.7% to 64.9%
the absolute minimum expectations for performance in this content area.
Scores at this level were judged by the content expert panel to indicate a
student as likely to just meet NCLEX-RN® standards in this content area. ATI
advises these students to develop and complete a rigorous plan of focused
review in order to achieve a firmer grasp of this content.
Level 2 Scores meeting the Proficiency Level 2 standard can be considered to 65.0% to 78.2%
exceed minimum expectations for performance in this content area. Scores
at this level were judged by the content expert panel to indicate a student
as fairly certain to meet NCLEX-RN standards in this content area. ATI
advises these students to engage in continuous focused review in order to
improve their knowledge of this content.
Level 3 Scores meeting the Proficiency Level 3 standard can be considered to 78.3% to 100.0%
exceed most expectations for performance in this content area. Scores at
this level were judged by the content expert panel to indicate a student as
likely to exceed NCLEX-RN standards in this content area. ATI advises these
students to engage in continuous focused review to maintain and improve
their knowledge of this content.
*There are no scoring gaps between the ranges of each level to include all possible scores of the NGN assessment.

ADJUSTED INDIVIDUAL TOTAL SCORE PRETEST ITEMS

To adjust for possible differences in difficulty among the forms There are 10 unscored and 60 scored questions throughout
of this assessment, the raw score (the total number of points the assessment. The unscored questions are used for
received) is converted to an adjusted raw score through a research purposes.
standard process known as equating. The adjusted individual
total score is a function of the adjusted raw score divided by the NATIONAL MEAN
total number of points possible on the assessment. This is the average score of all examinees.
Adjusted raw score × 100 PROGRAM MEAN
Total number of points possible
This is the average score of all examinees within your specified
The adjusted individual total score is on a scale of 0% to 100% program type.
and is incremented in units of 0.1%. For example, if a student
received 76 points (raw score) and an adjusted raw score of NATIONAL PERCENTILE RANK
75.5810 on a test that has 99 total points possible, then the This is the percentage of examinees who scored at or below
adjusted individual total score is equal to 76.3%: your score.
75.5810 × 100 = 76.3%
99 PROGRAM PERCENTILE RANK
This is the percentage of examinees within your program type
ITEM SCORING who scored at or below your score.
ATI follows NCSBN guidance for item scoring. Accordingly,
each item is worth one or more points. Depending on the item- TOPICS TO REVIEW
specific scoring method, a student’s response may earn full, Based on the questions missed on this assessment, a listing
partial, or no points. of content areas and topics to review is provided. A variety
of learning resources can be used in the review process,
TOTAL NUMBER OF POINTS POSSIBLE including content, images, animations and videos in ATI’s
The total number of points possible is the sum of the number of Content Mastery Series® Review Modules, online practice
points possible of all scored items and is greater than the total assessments, and a focused review that is individualized to the
number of scored items on the assessment. The total number questions missed.
of points possible may vary across assessment versions.

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