Nursing Social Annotation Assignment Instructions with Grading Rubric 

By Rachel Derr of Rutgers University

Description #

This educational resource provides social annotation assignment instructions and a grading rubric with a nursing focus. The instructions are designed for nursing students, but can be augmented for other disciplines. This method encourages students to think about the readings critically as a class and is based on Christine Tanner’s Clinical Judgment Model (2006). The grading rubric is designed to foster student collaboration and engagement in dialogue as they notice, interpret, respond, and reflect on the reading.

Reference: Tanner, C. (2006). Thinking like a nurse: A research-based model of clinical judgment in nursing. Journal of Nursing Education, 45(6), 204-211.

Assignment #


Annotating the readings for each module will allow you to think about the readings critically as a class. As you annotate, you can share your thoughts about a reading and connect it to your own life and to course materials that we’ve already covered. There will be six annotation assignments this semester.


You’ll participate in the annotations using the Assignments tool in Canvas, and a tool called Hypothesis built-in. Each reading will have its own separate assignment.


Noticing Interpreting Responding Reflecting 
Read the article. Consider the prompt and highlight what “speaks” to you.  Analyze what “speaks” to you.  Why is it important? Does it connect to theory, practice, or your life? Annotate. Share your thoughts with others through mediums like text, images, and video.  Tag your annotation with “Noticing, Interpreting, Responding, or Reflecting” whichever fits best with your annotation.Engage in collaborative discussion with your classmates by responding to what “speaks” to them. 


As long as you complete the assignment with good effort, you’ll receive full credit. To gain credit for annotations, each annotation should contain 2 annotations and 1 response to a classmate’s annotation. Examples of substantive annotations include those that:

  • Define a topic in your own words.
  • Summarize the main point.
  • Post media related to the topic like a video or picture (be sure to explain the connection!)
  • Answer a question: if a classmate (or me!) has asked a question as an annotation, or answer an Essential Question for that module.
    • Example: “John, I think the author means that . . .”
  • Pose a question about the material. Questions can be rhetorical, or asking something you’d hope to have answered because you don’t understand.
    • Example: “What does the author mean when they refer to . . .?”
  • Connect the material back to other topics or points we have discussed in the course.
    • Example: “This is a pretty clear example of . . .”
  • Connect material to something in your own life, including other courses.
    • Example: “This reminds me of a discussion we had in my philosophy class . . .”
  • Reflect on your own actions, feelings, or bias related to the reading.
    • Example: “I wonder how much my own conceptions about my . . .?”

Rubric (Based on 10 Points)

Substantive  Grammar/Spelling  Participation  
Substantive annotations add meaning to the conversation and include those that reflect on the reading or response, answer a question, pose a question, connect the reading or response to theory, practice, or life.   

-1 point if the annotation is not substantive.  
Annotations should not contain grammatical or spelling errors, although use of emojis, casual conversation or texting language to convey emotion is encouraged.   

-1 point if the annotation contains substantive grammatical or spelling errors.  
Annotation assignments should include at minimum 2 annotations and 1 response to a classmate.   

+ 1 point if the number of annotations/responses exceeds the minimum requirement. Discussion is encouraged!   

-1 point if number of annotations/responses does not meet the minimum requirement. 

There is no minimum word requirement for this assignment. 

Reading with Prompt

Mitchell, D. A., Panchisin, T., & Seckel, M. A. (2018). Reducing use of restraints intensive care units: A quality improvement project. Critical Care Nurse, 38(4), e8–e16.

In this Annotation, consider the safety implications surrounding restraint use. Explore the quality improvement process. Did you learn anything new while reading this document? Consider the nurse’s role in restraint safety and ethical duty to the patient.