SNAPPS is a learner-centered approach to case presentation in the clinical setting. This model allows the student to take an active role in their educational encounter by discussing the patient encounter beyond the facts, verbalizing their clinical reasoning
SNAPPS is a learner-centered approach to case presentation in the clinical setting. This model allows the student to take an active role in their educational encounter by discussing the patient encounter beyond the facts, verbalizing their clinical reasoning, asking questions, and engaging in follow-up learning pertinent to the educational encounter. This exercise is designed to develop the student’s ability to organize patient information in a meaningful way and guide the student in their oral patient presentations in the clinical setting.
Activity Learning Outcomes
Through this assignment, the student will demonstrate the ability to:
Summarize patient findings into an organized oral presentation. (WO2.3) (CO 5)
Identify their own knowledge gaps and inquire about uncertainties, difficulties, or alternative approaches to diagnosis & treatment of a patient. (WO2.3) (CO 5)
Due Date:
The oral presentation and written assignment are due by Sunday 11:59 p.m. MT.
Total Points Possible: 100
Requirements:
Using a patient seen in their clinical setting, students will give an oral presentation (via Kaltura) using the 6-step learner-centered SNAPPS model to mimic a real-life presentation to the preceptor by:
Briefly summarizing the relative history and findings;
Narrowing the differential to three relevant possibilities using the pertinent positive and negative findings;
Analyzing the differential by comparing and contrasting the possibilities;
Probing the preceptor by asking questions about uncertainties, difficulties, or alternative approaches;
Identifying a treatment plan for the patient; and
Select a case-related issue for self-directed learning
In addition to the oral presentation, the student will submit the written findings of their research for the case-related, self-directed learning topic that was identified in the presentation.
The written portion of this assignment will be submitted on the “SNAPPS Template for Written Assignment” using appropriate evidence-based, scholarly references and using appropriate APA reference and in-text citations.
The oral presentation must be submitted to the Week 2 discussion board before Sunday, 11:59 p.m. MT. The written portion of the assignment must be submitted on the template provided to the assignment box before Sunday, 11:59 p.m. MT. If any of the required items are missing or are submitted after the deadline, late penalties will be applied according to the Late Assignment Policy as discussion in the Syllabus.
Preparing the presentation and paper
The oral presentation part of this assignment should be prepared using the following guidelines:
Students will present a patient seen in their clinical setting for a single, problem-focused (acute) visit.
The oral presentation will be recorded and should mimic a presentation that would be given to the preceptor.
The oral presentation must be recorded in Kaltura (slides are not required).
The presentation should be 5-7min.
The presentation should be shared with the class for viewing by posting a link in the Week 2 discussion board BEFORE Sunday 11:59pm MT.
To help organize your data in preparation for the presentation, it is recommended that students use the “SNAPPS TEMPLATE FOR ORAL PRESENTATION”. This document is only a guide and is not required. It should NOT be submitted to the discussion board or assignment box.
Students should refer to the SNAPPS videos in the Week 2 lesson as an example of the oral presentation.
As part of the patient presentation, the student must provide the following:
Chief complaint with pertinent HPI, ROS and PE findings
Identification of the differential
An analysis of the differential with arguments for or against each diagnosis ranked in order from most likely to least likely
Probing questions that were asked of the preceptor or areas of uncertainties
Novice level plan management (diagnosis, medication, education and follow-up instructions)
The student states the self-directed learning topic that they will investigate further. (NOTE: A self-directed learning topic is something that you want to know more about that relates to the condition, but is not the condition itself).
The written portion of this assignment should be prepared using the following guidelines:
The student’s findings of the self-directed learning topic must be completed on the “SNAPPS WRITTEN ASSIGNMENT TEMPLATE”
The report should be between 5-7 paragraphs in length, discussing something learned from the student’s research about the self-directed learning topic.
Correct grammar, punctuation, and spelling should be observed.
In-text citations and reference page should be written in APA format and scholarly evidence-based medicine (EBM) references must be used.
The written report must be submitted to the Week 2 assignment box before Sunday 11:59pm MT.
NR511 Differential Diagnosis and Primary Care
Week 7 Assignment
Clinical Practice Guideline Peer Review
Purpose
A student peer review is a process in which students constructively evaluate the work of another student’s work which promotes mutual learning. Feedback provided from a peer can help the learner master the concepts of an assignment. At the same time, the peer who provides the feedback on a student assignment learns to critically analyze the learner’s work.
Activity Learning Outcomes
Through this assignment, the student will demonstrate the ability to:
Evaluate common primary care clinical practice guidelines for application in clinical practice (WO7.1) (CO3)
Review and provide constructive feedback on a peer’s clinical practice guideline assignment. (WO7.1) (CO 3)
Due Date: Sunday by 11:59 p.m. MT of Week 7
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.
Total Points Possible: 50
Requirements:
The instructor will provide each student with the name of a peer whose assignment must be reviewed prior to Week 7.
The student will read the peer’s assigned CPG (which should be posted with every peer presentation).
Using the Peer Review Rubric provided, students will critically evaluate their assigned peer’s PowerPoint presentation.
Peer evaluations are due by Sunday 11:59 p.m. MT at the end of Week 7. One (1) copy must be uploaded to the course. The second (2nd) copy should be sent via the course conversation inbox to the peer whose work was reviewed.
Preparing the paper
In this activity you are “grading” your peer’s presentation with the rubric that your instructor uses. Be mindful to follow any additional directions that are required as noted in the peer reviewer form.
The written peer review is to be completed on the corresponding Peer Review TemplatePreview the document.
Add your name and the name of the presenter that you are reviewing in the appropriate section.
Watch your assigned peer’s presentation.
Provide a “grade” for your peer by highlighting the box that you feel most represents the appropriate grade for each criteria.
Provide constructive feedback in the Peer Reviewer Comments section.
Discuss how the CPG that you reviewed can be applied to your clinical practice as stated in the rubric. You can include your response at the bottom of the peer reviewer template form.
Peer evaluations are due by Sunday 11:59pm MT of Week 7.
One (1) copy must be uploaded to the Peer Review assignment box.
One (1) copy should be emailed to the peer whose work was reviewed.
NR511 Differential Diagnosis and Primary Care
Week 7 Assignment
Clinical Practice
Purpose
Clinical practice guidelines (CPGs) are written to provide recommendations that are intended to assist providers in making decisions for specific circumstances or disease conditions. CPGs are based on systematic reviews of the best available evidenced based medicine research. Interpreting and learning to apply guidelines into practice is necessary to develop and enhance diagnostic reasoning skills.
Activity Learning Outcomes
Through this assignment, the student will demonstrate the ability to:
Through this assignment, the student will demonstrate the ability to:
Read and interpret a primary care related CPG for use in practice. (CO 3)
Identify the CPG recommendations and strength of evidence. (CO 3)
Compare and contrast the diagnosis and treatment of a patient seen in the clinical setting to the recommendations given in the CPG. (CO 3)
Due Date:
Students will be RANDOMLY assigned a CPG on a disease topic by their instructor in Week 1. Students will post a brief, narrated, PowerPoint presentation along with a copy of their CPG and a written transcript of their presentation by Wednesday 11:59 p.m. MT of Week 7. This will allow others to view their peer’s presentation in order to provide an evaluation before Sunday.
Total Points Possible: 100
Requirements:
Students will RANDOMLY be assigned a CPG on a disease topic by their instructor in Week 1.
In Week 7, students will provide a brief, narrated PowerPoint presentation using Kaltura while following the directions and rubric listed below.
In addition to the presentation, students will provide a written transcript to the Week 7 assignment box for the instructor’s reference. (NOTE: A written transcript is a word for word script of exactly what is said in the PowerPoint Narration. It is not a paper and does not need to be in APA format. See the transcripts under each lecture in the weekly lessons for examples).
Students will share a copy of their given CPG by attaching it to the discussion board where their presentation (or link) is posted. This will allow the instructor and peer to review along with your presentation.
The narrated PowerPoint presentation, copy of the CPG, and transcript are due before Wednesday 11:59pm MT of Week 7.
If any of the required items are missing or are submitted after the deadline, late penalties will be applied according to the Late Assignment Policy as discussed in the Syllabus.
Preparing the presentation:
The presentation should be developed using the following guidelines:
All presentations must be in PowerPoint format and narrated using Kaltura.
Slides should be professional in appearance and easy to read.
The presentation should be no more than 15min.
The presentation should be shared with the class for viewing by posting a link in the Week 7 discussion board BEFORE Wednesday 11:59pm MT.
Attach the CPG article to the Week 7 discussion board by using the paperclip icon.
Submit a written transcript of your presentation (see definition above) to the Week 7 assignment box, before Wednesday 11:59 p.m. MT.
Correct grammar, punctuation, and spelling should be observed in all slides.
A reference slide should be included as the final slide and APA format should be observed.
NR511 Differential Diagnosis and Primary Care
Week 8 Assignment
Reflection
Purpose
Students will complete a self-reflection assignment for the purpose of validating their clinical progress. The goal for this activity is to engage the student in considering how their clinical abilities and professional growth are changing.
Activity Learning Outcomes
Through this assignment, the student will demonstrate the ability to:
Through this assignment, the student will:
Review clinical encounters to identify gaps in experience.
Propose a plan to narrow the gaps in experience.
Identify their own feelings regarding their progress, achievement of personal goals and weaknesses.
Chose two (2) NONPF CORE competencies and discuss how the student has met or plans to meet them in the future.
Due Date:
Assignment must be submitted by Saturday 11:59 p.m. MT of week 8. Nothing can be accepted AFTER the Week 8 deadline when the course closes.
Total Points Possible: 50
Requirements:
There are two parts to this assignment.
In part 1, students will review their clinical experience documentation in to write a narrative about their experience thus far. Students should:
Review their patient encounters and identify experience gaps in terms of age, acuity, certain procedures, level of complexity, etc.
State how they plan to narrow this gap in future practicums (i.e., focus on seeing pediatric patients under the age of 5, finding a separate pediatric site for a later practicum, et cetera)
Discuss how they have progressed throughout the practicum by identifying the goals that they have achieved and/or are still working toward
Identify areas of weakness and communicate a plan to address these areas
Choose two of the NONPF CORE competencies and describe either (a) how you have met them or (b) how you plan to work toward meeting them in the future. Provide specific examples from your clinical rotation as support. FNP NONPF CORE competencies can be found at: https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/2017_NPCoreComps_with_Curric.pdf (Links to an external site.)
Preparing the paper
The written portion of this assignment is to be completed in a WORD document (.doc) and submitted to the course.
Grammar, punctuation, spelling should be observed. In-text citations and reference page should follow APA format.
Assignments will not be accepted once the course closes in Week 8.
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