1 Before you use it
What it is
The most-used measure in physiotherapy and the one most often used badly. One question, 0 to 10, where 0 is no pain and 10 is the worst pain imaginable.
Ask it three ways and it becomes useful: pain now, pain at its best in the last 24 hours, pain at its worst in the last 24 hours. One number is a snapshot; three is a picture of irritability.
When to reach for it
Every patient, every session, as a baseline and a re-test. It costs nothing and it takes ten seconds.
Anchor it to something. "8 out of 10 on the stairs this morning" is a re-testable asterisk; "8 out of 10" on its own is not.
Patterns it serves · 134
2 Giving it
Scoring
Verbally administered, 0–10. Record all three values (now / best / worst) and the date.
The three-number version feeds straight into the UniSA irritability definition — resting symptoms, the vigour of the provoking activity, and the time to settle. The NPRS gives you the first of the three.
What it doesn’t measure
Function, interference, or distress. Two patients reporting 6/10 can be living completely different lives.
Pair it with PSFS — every time. Pain intensity plus patient-generated function is the minimum useful pair, and it is what makes a reassessment conversation possible.
Repeat it
3 Reading the score
Interpreting it
Change matters more than the absolute number. A drop of about two points, or roughly 30%, is commonly used as the threshold for meaningful change.
A single high number is not a severity finding. Compare it against function, the 24-hour behaviour and the settling time before you conclude anything.
Is the change real?
On placement
Cervical radiculopathy, session 4. NPRS now/best/worst was 5/3/8 at intake; today 4/2/7.
Read it as 1 point off each number. The verified MCID with radicular symptoms is 2.2 points (1.5 without), and the MDC is 2.6 — all measured in neck pain — so this is within error and under the bar. Direction, not change.
Do don't report improvement on this yet. Look at the settling time and the 24-hour behaviour, which move before the number does, and keep the sliders going.
Student trap. Recording one number with no anchor and no date, then having nothing to compare against in week three.
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This is a learning tool. It does not diagnose patients and does not replace your clinical educator.
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