You learn to chart in your first semester during Assessment. Many people have a hard time with charting (I’m not one of them, yay!) Honestly, though, people make it harder than it really is; that’s the problem. According to our instructors, this is where people run into trouble:
- Using full sentences and extra words like “and” and “or.” Cut those out. Replace them with commas. No proper sentences with periods or capitalization. Throw what you learned about English out the window, people!
- People ADD information, they actually chart something, that they did not actually do. Don’t. EVER. EVER. CHART SOMETHING. YOU. DIDN’T DO. Usually in school, adding information is good; it shows you researched and put work into it. Charting is the exception. ONLY chart what you do, people. Nothing extra. Don’t get fancy with it and start overachieving.
- Unorganized. People fail to organize their data. They don’t put “like with like” or they don’t put all the inspection items together. For example, if you inspect the skin is pink and then listen to the lungs, and then inspect no masses on the skin, then listen to the heart, don’t chart it in that order. Organize it. Put like with like. Chart it like this: “skin pink, smooth, no masses noted, heart, lung sounds clear.”
Here’s an actual chart that got a perfect grade: